Balanceando a aprendizagem e a diversão: uma forma instigante de estudar estequiometria

Abstract

This course completion work presents a proposal for a didactic sequence for teaching stoichiometry containing different integrated teaching strategies. This didactic sequence was applied in two second-year high school classes at a comprehensive and technical citizen school in the city of João Pessoa, with the participation of 44 students. In this proposal, the activities were developed in three twin class meetings. The first meeting included the presentation of stoichiometry content in a traditional way and then the application of a game that used competition between teams to solve problems. In the second meeting, an experimental investigative class took place, so that students could correlate previously studied reactions and the observation of macroscopic phenomena presented when the experiments were carried out. Finally, in the third meeting, the experimental data was processed, connecting information from previous classes. From an opinion questionnaire, we observed that students liked the teaching strategies used, as they requested more classes of this “type”. In relation to learning, there was a very significant evolution, it can be seen that the average grade of the class, which was 7.0, increased to 8.7, in the assessments referring to stoichiometry content. Learning stoichiometry in the early years of high school is very important for understanding specific chemicals and for demystifying the famous phrase “I hate chemistry”, which actually expresses a feeling of frustration for not understanding/learning chemical concepts. The diversification of teaching strategies and the connection with everyday topics motivated students to realize the importance of chemistry and how this science is present in their lives.