Investigative experimentation in chemistry teaching: building a liquid tower

• Autor(a) principal: Baldaquim, Matheus Junior
• Data de Publicação: 2018
• Outros Autores: Proença, Amanda Oliveira, Santos, Mateus Carneiro Guimarães do, Figueiredo, Márcia Camilo, Silveira, Marcelo Pimentel da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/6835
• topic: Educação / Ensino-Aprendizagem; Ensino de Química; Atividade experimental; Abordagem investigativa; Chemistry teaching; Experimental Activity; Investigative Approach

There is an extensive body of literature that points out the reasons for students' difficulties in assimilating concepts, the presentation of concepts makes them abstract and unrelated to reality which can cause disinterest in learning. Thus, this research has as objective the application of strategies that are able to overcome this disinterest. Stimulating the students to become involved with the activity and creating hypotheses and questions about the studied phenomena. For that, we use the investigative practice and the activity was carried out in a first-year high school class based on the methodology proposed by Delizoicov, Angotti, and Pernambuco (2002), called "three pedagogical moments", the three steps are problematization, the organization of knowledge and application of knowledge. With the "three pedagogical moments", It is possible to verify the difficulties of the students in the first moment and to stimulate them to evolve in the second and third moment, proving the importance of this approach in the teaching of chemistry. It is important to emphasize that the teacher should be encouraged and prepared so that the actions are effective in the process of teaching and learning.