Combustíveis como tema gerador para abordar conceitos da química orgânica no ensino médio

Abstract

Chemistry is often perceived as complex, and Organic Chemistry, in particular, presents challenges such as misconceptions, difficulties in visualizing molecular structures, and a lack of connection to everyday life. Therefore, it is essential to incorporate didactic resources that complement traditional lectures. This study presents a Didactic Sequence on "Fuels," addressing hydrocarbon and alcohol functions. The Educational Product was implemented in a third-year high school class at E.E.M.T.I. Waldir Leopércio, in Varjota-CE. The qualitative research was based on Delizoicov’s Three Pedagogical Moments. Data collection included questionnaires and teacher and student logbooks. Content analysis using Bardin's technique revealed that the "Fuels" theme and the 3MP methodology facilitated content contextualization and increased student-student and student-teacher interaction. Comparing the initial problematization with the final questionnaire showed that students assimilated chemical knowledge, extending explanations to other everyday situations. After applying the Didactic Sequence, students demonstrated improved argumentation skills, with stronger chemical reasoning, surpassing common sense. Their active participation throughout the project indicated greater engagement and interest in acquiring scientific knowledge, promoting not only the understanding of chemistry but also critical reflection on social and cultural issues, broadening their worldview.