UTILIZAÇÃO DE UMA SEQUÊNCIA DIDÁTICA PARA O ESTUDO DAS FUNÇÕES ORGÂNICAS NUMA PERSPECTIVA AUSEBILIANA

Abstract

In spite of the different didactic strategies that are being presented and discussed in the literature, many chemistry teachers still teach classes based on the transmission and reception of subject, not promoting the active participation of students in the construction of their knowledge. Therefore, it is necessary to overcome this teaching model through the use of didactic strategies that allow meaningful learning. Based on the above, this study aimed to elaborate and evaluate a didactic sequence focused on the content of organic functions aiming to promote meaningful learning. The present research was developed in a state public school of regular education, located in the city of Areia (PB) and had as public target seventy eight students (78) from three classes of the third year of high school. It is an action research and the approach meets both the requirements of a quantitative and a qualitative research. The development of this research took place in seven (07) stages: the pre-test was initially applied; in the second stage the construction of concepts occurred; the following four (04) steps were part of the didactic sequence: activity of identifying organic functions; experimental activity; application of didactic game; exposure of photos to identify the functions and, finally, the assessment of learning. As data collection instruments, two questionnaires were applied and observations and notes were made during the review of the content and application of the sequence. The data collected were represented by graphs and exposed literally. Based on the results obtained it is concluded that the didactic sequence corroborated in the development of a significant learning of the students, since it was able to increase their level of knowledge. The didactic sequence was evaluated positively by the students, who revealed that it promoted a more dynamic and motivating learning, by facilitating the association of the content studied in the classroom with their daily life. Therefore, it can be stated that the use of this didactic sequence proved to be efficient in the teaching and learning process of the content of the organic functions, and should be applied in the classroom, with the purpose of assisting the teaching of Chemistry in schools.