AVALIAÇÃO DE UMA PROPOSTA DE ENSINO A PARTIR DA UTILIZAÇÃO DE RECURSOS TECNOLÓGICOS NO ENSINO DE QUÍMICA

Abstract

Research shows that the teaching of chemistry in many Brazilian public schools is characterized by almost exclusively expositive classes, the main characteristic of traditional teaching, which use only brush and white board as a didactic resource, emphasizing excessively memorization of formulas, symbols, concepts, nomenclatures and Mathematical expressions, making Chemistry a totally abstract science and its learning an arduous task. In this sense, it is imperative that educators seek innovative, stimulating and potentially significant methodological resources, as audiovisual and technological resources, which, if correctly used, may contribute to the didactic transposition of the learn. On the above, the present research had the objective of evaluating a teaching proposal for the content of Niels Bohr's atomic model from the use of technological resources in a public school at the city of Arara-PB. The target audience was 48 students of the second year of high school at the above-mentioned school. It was an exploratory-investigative research of qualitative and quantitative nature. As a data collection instrument, questionnaires were used. The results were represented through graphics, tables and the literal speeches of the subjects, discussed and interpreted in the light of the theoretical reference. The surveyed students reveal that they have access to the Internet at home and that they use it to keep informed, however when they affirm that they study only between one and two hours a week, it is noticed that these students do not use this means of communication to assist on their learning. Still according to the students, the main methodology used by the chemistry professor consist on expository classes and exercises that prioritize the memorization of formulas, concepts and mathematical proofs. In the analysis of the evolution of the concepts, it can be observed that the students increased the level of knowledge in relation to the atomic model of Niels Bohr addressed in the didactic proposal. Most of the students investigated evaluated the use of audiovisual and technological resources in Chemistry teaching, emphasizing that it would be easier to learn the contents of this discipline with the use of this tool. Based on these results it can be stated that the use of audiovisual and technological resources in the teaching and learning process of Chemistry proved to be efficient, once the proposed objectives were achieved.