O ensino e aprendizagem de conceitos químicos por meio da abordagem STEAM na educação básica

Abstract

Chemistry Teaching is important for the formation of citizens. Even though the chemical phenomena are present in our surroundings, students find it difficult to observe them, especially when teaching is decontextualized from reality and it prioritizes memorization. In a search of rethinking the traditional teaching model, the STEAM approach (Science, Technology, Engineering, Arts and Mathematics) emerges as a possibility for the development of practices that place the student at the center of both teaching and learning processes. This study sought to answer the following research question: What are the impacts promoted by the implementation of the STEAM approach in the teaching of Organic Chemistry? From this idea, the following general objective arose: to identify the impacts of the STEAM approach in the teaching of Organic Chemistry. Based on that, the following specific objectives came up: I) To identify the competences and abilities related to the content of Organic Chemistry in the National Common Curricular Base (BNCC); II) To implement a didactic sequence for the teaching of Organic Chemistry with both STEAM and PBL approaches; III) To analyze the Organic Chemistry teaching sequence from the STEAM approach point of view; IV) To build a didactic guide for Chemistry teachers. In order to discuss the theoretical assumptions, the aspects that were taken into account were related to the STEAM approach, the reflections on the teaching of Organic Chemistry, the learning difficulties and the relation between the STEAM approach and the National Common Curricular Base (BNCC). The present proposal used a methodology of qualitative nature and its stages were constructed according to the procedures of an action-research. The active methodology called Project-Based Learning (PBL) was used to develop the didactic sequence that was applied in a State School located in Natal, Rio Grande do Norte, Brazil. The participants were the students of a 2nd year class of High School. The data collection instruments used were a logbook, including textual and multimedia records and the diary of reflections prepared by the students through the Padlet platform. The educational products of this study were a didactic sequence of Organic Chemistry for High School for the construction of a school vegetable garden, using the STEAM approach and a didactic guide aimed at Chemistry teachers. The results of this research demonstrate that the use of the STEAM approach together with the PBL allowed the development of the introduction content called Organic Chemistry, and also contemplated, in an integrated way, the aspects of definition, study of carbon chains, nomenclature, Representation of molecular structures, hydrocarbons, in addition to other contents, taking into account the project needs, such as studies of natural and synthetic polymers, inorganic functions and essential nutrients. This procedure allowed students to perceive the relation among educational content, their project and the applications in everyday life. The students became protagonists of the learning process and developed planning, critical thinking, creativity and teamwork skills. It is expected that this work can contribute to the implementation of innovative practices in the context of basic education, inspiring approaches that increasingly allow students to understand the concepts through more active experiences in the school environment.