Construção e avaliação de um material didático para o ensino do conteúdo de soluções com os estudantes do ensino médio

Abstract

Chemistry is a science that helps in the scientific and technological development of society, contributing effectively to the cultural formation of citizens. Chemical knowledge through its concepts and methodologies can be used to understand and interpret events of reality. In this way, it becomes important that the chemistry be inserted in high school in a context that allows the student to construct the scientific knowledge, seeking to establish a relation of this knowledge with its socio-cultural context. Chemistry has been classified by many students as a difficult discipline and some studies point out that the chemical content of solutions has generated some limitations on the part of the students due to the difficulty that many have in relating the chemical compositions and their properties. Faced with the great difficulty they face in understanding not only this chemical content in isolation, but innumerable others, it arises from the need to elaborate methodological strategies and didactic resources that facilitate the process of teaching learning. The use of teaching materials in Chemistry teaching has been one of the alternatives that can contribute to the construction of knowledge in the classes of this discipline. In this context, some didactic materials such as comics, wordplay, crosswords and chronic words are increasingly used as tools to support teaching and have been shown to be very effective in the effective learning of students, since it is possible to approach the content in a playful way, drawing the attention of the students and arousing their curiosity. In this context, this research aims to build and evaluate a didactic material to work the content of solutions with students of the 3rd year of High School. The present study is characterized as an action research of a qualitative nature. As a data collection instrument, questionnaires were used to evaluate the proposal and the classes and didactic material for evaluation of learning. The data were categorized and expressed from graphs and tables, with subsequent descriptive analysis and articulation with the theoretical references that deal with the object being studied. The results show that the students positively evaluated the classes and the didactic material worked, as well as they obtained an improvement in the learning of the content of solutions, after the application of the didactic sequence