O conteúdo ligações químicas nos livros didáticos do ensino médio.

Abstract

This paper presents an analysis of how the nature of the chemical bond is being presented in textbooks of high school chemistry, as the contents of chemical bonds represent a matter of fundamental importance and this knowledge is essential to a better understanding of the transformations that occur and our world. The textbook is one of the major mediators of resource teaching - learning process, due to lack of other teaching tools, it is an important instrument of homogenization of concepts, contents and educational methodologies. From this perspective, the general objective of this research was to conduct an analysis on the nature of the Chemical Bond presented in chemistry textbooks recommended by the National Program of Textbooks for Teaching and redeem the conceptual difficulties that students have on the topic links chemical. We used the following sets of criteria as a basis for comparison as these concepts work books: History of chemistry, the energy/chemical bond, OM and AO approach, representation of bond, in context. To make a rescue of the concepts that students have about the nature of chemical bonding, we applied the questionnaire to students at Public School Orlando Venancio dos Santos, located in the town of Cuité-PB. Therefore, the results revealed that all of chemistry textbooks present limitations of the criteria investigated, since they are disconnected from the reality of students, sometimes at odds with their cognitive development, organized into chapters watertight, reinforce learning and provide memory several barriers to student learning.