Análise das atividades experimentais presentes nos livros didáticos de química do PNLEM 2015 para o conteúdo de cinética química.

Abstract

The benefits of using experimental activities in science teaching, especially in chemistry, have already been investigated by several researchers and there are several publications regarding its potential in the construction of chemical knowledge. These activities have a fundamental role, especially if they are developed in a problematic and investigative perspective, enabling the student to confront and solve problem situations and helping to break with the empiricist model of inductivist still very much used in the execution of the practices. In this context, it has been noticed that some textbooks have started to adopt more and more the use of experimental proposals, with the aim of improving the understanding and assimilation of the chemical concepts. However, researches emphasize that the approach employed in many scripts has been based on the empiricist model inductivist, not collaborating effectively to develop a teaching of Constructivist chemistry. Thinking about these questions, the objective of this work was to analyze how the scripts of the experimental activities present in the textbooks of Chemistry of PNLEM 2015 are presented for the content of Chemical Kinetics. For the analyzes, the works approved by PNLEM 2015 were used. The analyzes were based on the work of Ataíde et al. (2009) and Silva et al. (2012), considering four important categories: (a) feasibility of carrying out the activities; Category (b) safety in the performance of the experiments; Category (c) chemical wastes and their treatment; And (d) type of conception addressed (empiricist indutivist, sociocultural and constructivist). The activities analyzed were all endowed with description of the execution procedure, including the proposition of alternative materials in some cases, which allows to classify them as easy to perform. Those that presented some risk of realization brought safety instructions. Already those in which the production of tailings was identified, presented with indications of correct destination, demonstrating concern with this issue. Most of the analyzed activities presented the constructivist and sociocultural conception, with absence of questions that could raise the students' previous conceptions, approaching the discussions emphasized by the researches in Teaching of Chemistry that deal with the researched topic.