Respeitável público... O ensino da história da tabela periódica a partir do teatro científico.

Abstract

It is well-known that the predominant teaching method adopted in schools is the traditional way, characterized by the transmission-reception model, which uses the knowledge that are distant from the reality of the students, thus causing their disinterest in Chemistry contents. Therefore, we adopt a critical position and believe that methodologies and/or resources that arouse the interest of students in science are necessary. Among these resources, we find the scientific theater, since it helps students to know and better understand chemical concepts and besides that emphasizes that, when combined with the History of Chemistry (HC), the concepts/laws/theories have passed through (re) elaborations and (re) constructions and, therefore, are not ready data, as it has been presented to high school students. For these reasons, we aimed to analyze the use of Scientific Theater as a didactic resource for the Teaching of HC from the History of the Periodic Table content. To do so, we chose to classify this research as an exploratory according to the objectives, qualitative regarding the approach and collaborative according to the object of study. The activities were carried out during extra time in a state school located in the city of Areia - Paraíba, with 10 students with ages between 14 and 17 years old. Where 2 in were enrolled the first year and 8 in the third high school year. Thus, the research was developed in a Didactic Sequence divided in 9 moments, composed of 13 meetings, in which the proposed activities resulted in a scientific theater play produced and staged by the students themselves. We used a questionnaire to raise the prior knowledge of the students about the Periodic Table and theater as data collection; the research activity on two

scientists and their respective models; the script elaboration and performance, and a semi- structured interview. Based on the results we could infer that the theater should be used as a

didactic resource, since it can provide learning, mainly because of its dynamism and its pedagogical interactions in which is provided the assimilation of scientific knowledge, uniting HC and the Scientific Theater. However, throughout the activities, we consider that the prolonged time of the actions can be a negative point, if this resource is not used in partnership with other disciplines.