Refletindo o ensino de estrutura atômica em aulas de química no ensino médio: a visão docente e propostas de atividades

Abstract

Atomic structure is a content of the curriculum in sciences in high school and is also considered as a key theme with high difficult to assimilation because it involves domains in the physic and mathematic fields and a high abstraction. In this work, the teaching of atomic structure was analyzed from the perspective of public school teachers and also some teaching proposals were suggested, with the aim of contributing to overcoming obstacles and difficulties in the teaching atomic structure. The study was characterized by a diagnosis in the National Secondary School Examination (ENEM) of subjects inherent to the Curriculum Matrix, application of a semi-structured interview in google forms applied to five public school teachers and proposals for audiovisual activities to be applied in chemistry classes. The use of simulations was chosen because it allows a better approximation with the ideas of atomic models by allowing the student to make hypotheses and quesiotns, moving towards the construction of scientific knowledge. Based on the data collected in the interview applied to the teachers, there are numerous educational barriers as lack of continuing education of the teachers school infrastructure, as well as prior knowledge of the students on the subject. In summary, proposals in this work can contribute to the Chemistry teaching, by suggesting some virtual and computational tools for use in classes that facilitate the understanding of the atomic structure.