Teaching Organic Chemistry through experimental activities: Analysis based on the perspective of high school chemistry teachers in Confresa/MT

• Autor(a) principal: Maciel , Aldenair Gomes
• Data de Publicação: 2022
• Outros Autores: Leão, Marcelo Franco
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/33105
• topic: Contextualização; Ensino de Ciências; Experimentação; Materiais alternativos.; Contextualization; Science teaching; Experimentation; Alternative materials.; Contextualización; Enseñanza de las ciências; Experimentación; Materiales alternativos.

The present study aimed to analyze the experimental practices used in the teaching of Organic Chemistry by high school teachers in the city of Confresa/MT. This field research, of a basic, descriptive and exploratory nature, whose approach was qualitative, was developed during the second semester of 2021. The subjects investigated were 9 high school chemistry teachers who work in this city. A questionnaire was used to collect data, consisting of 11 open questions. The answers were organized into four categories of analysis: Experimental activities and contents covered; How to develop experiments in class; Contributions to student learning; and The Use of Alternative Materials. With the accomplishment of this study it was possible to verify that the experimentation in the teaching is very used by the teachers, thus bringing a great assimilation with the daily life of the students. It also revealed that the experimental activities are, in the perception of these teachers, of paramount importance for teaching Chemistry, as it brings concrete meaning to everything that is being studied. In this way, it was found that the use of experimentation in the teaching of Chemistry, specifically addressing issues of Organic Chemistry, is feasible and necessary to be developed in the classroom, even if it is through easily accessible materials, that is, materials alternatives. Therefore, this teaching methodology, in addition to bringing theory and practice together in its essence, provides an engaging teaching and meaningful learning, motivating students to develop attitudes and values, in the construction and reconstruction of meanings for scientific concepts, providing opportunities for understanding and interpretation of natural phenomena.