TEACHING CHEMISTRY IN AGRICULTURAL SCIENCES: PERCEPTION OF ACADEMICS ON TRADITIONAL AND ACTIVE METHODOLOGIES

• Autor(a) principal: Carvalho, Marcos Fernandes de
• Data de Publicação: 2022
• Outros Autores: Santos, Edjane Rocha dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13355
• topic: Aluno protagonista; Aprendizagem; Metodologias de Ensino; Química Geral; Alumno protagonista; Aprendizaje; Metodologías de enseñanza; Química General; Student protagonist; Learning; Teaching methodologies; General chemistry

Although quite comprehensive, Chemistry seems imperceptible in daily activies, even though it is at the heart of solving various socioeconomic and environmental problems. Given its scientific relevance, Chemistry is included in the curriculum of Agricultural Sciences courses, serving as basis for further emphasis on the most applicable themes in each area. Through chemical knowledge, academics will be able to carry out research on technical improvement, increased production, improvements in management and preservation of natural resources. Thus, it is necessary that these students master the basic knowledge of Chemistry. Therefore, quality Chemistry teaching needs to be developed in higher education courses, adopting different teaching methodologies that allow students to play a prominent role in their teaching-learning process. In view of the exposed notes, we sought to show the importance of changes in the way of teaching, making a comparison between the teaching and learning processes of academics in Agronomy and Agricultural and Environmental Engineering courses at the Federal University of Mato Grosso, Campus Sinop, through the use of the traditional methodology, the active methodology of collaborative rotation and the combination of both. Forty-two students from the aforementioned courses participated in the research and answered the questionnaire made available on the use of each of the proposed methodologies, pointing out that, in general, there was a preference for the use of the active methodology. It is noteworthy that, when combining both, the performance in the evaluations also showed an improvement.