Resolução de problemas e atividades lúdicas no ensino de química: possibilidades para o conteúdo derivados dos ácidos carboxílicos

Abstract

Chemistry, as an empirical science, investigates the composition, properties, and transformations of matter, providing explanations for various natural phenomena. However, although relevant, students consider it a complex and discouraging subject due to the abstraction of concepts and the traditional teaching model based on memorization. To overcome these challenges, it is essential to adopt strategies that connect Chemistry to everyday life, making lessons more dynamic and engaging. Methodologies such as Problem-Solving (PS) and playful activities not only stimulate autonomy, critical thinking, and creativity but also facilitate content comprehension. The integration of these approaches can favor addressing different learning styles, making lessons more effective and meaningful. Based on this scenario, this study aims to analyze the contributions of Problem-Solving (PS) associated with playful activities in teaching the content of carboxylic acid derivatives. The research, with a qualitative approach, was conducted in a public school in the city of Remígio - PB, involving 48 students from the 3rd grade of high school. The data were obtained through the proposition of a Didactic Sequence (DS) with seven stages, including Problem-Solving strategies, playful activities (molecular modeling with candies, crossword puzzles, and board games), and lectures. The data were analyzed based on the categories Satisfactory Responses (SR), Partially Satisfactory Responses (PSR), Unsatisfactory Responses (UR), and No Response (NR). The results indicated that the integrated use of PS and playful strategies provided greater engagement and facilitated the understanding of the addressed concepts, making lessons more dynamic and interactive. The students actively participated in the learning process, showing progress in their responses and greater mastery of the content. We conclude that the integration of approaches such as Problem-Solving and playful activities has a positive impact on Chemistry teaching, stimulating students' motivation and fostering more effective learning by offering more dynamic and engaging alternatives compared to the traditional model.