Construção e avaliação de uma sequência didática para o estudo da cinética química a partir do tema gerador alimentos na perspectiva da teoria da aprendizagem significativa.

Abstract

Chemistry is a science that acts as an important discipline for the formation of the human being, contributing for the individual to acquire autonomy for the conscious exercise of their citizenship. In this context, it is necessary that the teaching of Chemistry in schools, be worked within a constructivist perspective, breaking with the model of teaching based on the transmission-reception. The new teaching proposal suggested by the curricular referential documents and the researches in chemistry teaching have emphasized that it is necessary to take into account students' individual experiences, their personal histories and cultural traditions, as well as to search for teaching methodologies that articulate the knowledge With social, technological and environmental aspects. In this context, the present work aims to construct and evaluate a didactic sequence for the study of chemical kinetics from the foodgenerating theme, using the theoretical and methodological assumptions of David Ausubel's theory of meaningful learning with students of the 3rd year of the modality EJA in a public school in the municipality of Barra de Santa Rosa-PB. The study is characterized as an action research of a qualitative nature. In this way, questionnaires were used to diagnose the students' prior conceptions before and after the application of the teaching proposal. To assess which concepts students assimilated and how they organized ideas into their cognitive structures, they developed conceptual maps. As far as the data analysis was concerned, the Bardin content analysis was used for the questionnaires. For the conceptual maps, it was observed the concepts that were assimilated and a hierarchical organization occurred from the presence of the mechanisms of progressive differentiation and integrative reconciliation. The results reveal that the teaching proposal contributed to the learning of some concepts studied in chemical kinetics from the food generator theme. However, it was noticeable that the students presented difficulties in the elaboration of the conceptual maps. During the application of the proposal, students actively participated and became involved throughout the teaching and learning process.