Elaboração e aplicação de uma sequencia didática sobre a identificação de elementos químicos em minerais.

Abstract

The use of resources that are different from those used in the traditional approach to teaching chemistry is still very common and this ends up reflecting on students' learning. In addition, teaching practice should consider that didactic resources, as well as experimentation are tools that provide the student's educational background within the constructivist and research learning perspective. This paper explored how chemistry teaching in high school needs to be accompanied by the use of didactic resources and didactic-pedagogical approaches, which are concerned with the students' teaching-learning process. The didactic sequences as a tool for content exposition linked to the resolution of problem situations and experimentation enables the use of content exposition and a significant return on the understanding of the students. The present work aimed to elaborate and apply a didactic sequence with the first year high school students of the Orlando Venâncio dos Santos High School Integral High School in the city of Cuité / PB, within the perspective of meaningful learning, including problem situations and experimentation on the identification of chemical elements in stones through the flame test. The dynamization of the classroom through these approaches proved to be a facilitating resource for students' learning, placing them as protagonists of their knowledge.