A abordagem das isomerias geométrica e óptica no ensino de química com enfoque na problemática da automedicação

Abstract

Given the difficulty in abstracting chemistry content and the lack of teaching materials for better visualization and understanding of organic chemistry, a didactic sequence (DS) was developed and applied to contribute to the teaching and learning of chemistry in high school. In view of this, this study presents results on the possible contributions to chemistry teaching with the use of a DS addressing the problem of self-medication, considering the serious problems that this common practice can cause. To this end, the DS was applied in a public school in João Pessoa, with the participation of 156 third-year high school students, within the scope of the Pedagogical Residency Program. The research has a quantitative and qualitative character, using participant observation to evaluate the adopted methodology. The content covered was geometric and optical isomerism, worked through a five-stage SD, containing some activities, such as: use of an augmented reality application, collection of prior knowledge from a cartoon, discussion on self-medication using texts and videos, production of a video about drugs and use of a homemade polarimeter and a board game. With this, the research data were collected through a questionnaire produced in Google Forms with 9 questions, 2 essay questions and 7 objective questions, which was answered by 149 students. The data collected show that the SD was well evaluated by the students: 73.8% considered the practice adopted excellent, 63.8% classified the sequence of activities as very effective, and 85.9% stated that the SD helped in understanding the content. The students demonstrated great acceptance of this teaching resource, indicating that they would like to experience new experiences in the classroom and pointing out other types of activities that they found interesting. The analysis of the results and the observations made show that the applicability of DS in the teaching of chemistry in public schools can revitalize the way students feel about it, which can facilitate the understanding of the content and improve their performance, offering an active and participatory approach. In addition, the approach to social issues in schools ensures a critical and reflective formation on the practices adopted in society, preparing students for future challenges in a responsible and conscious way.