O uso de ferramentas didáticas para o processo de ensino-aprendizagem em química

Abstract

This work is subject indicate a new teaching model for the discipline of Chemistry. Considering the crisis of the current system, it is recognizable that there is need to search for new alternatives. However, constructivist theories provided the basis for developing new mechanisms to rank and teaching practice to increase meaningful learning of students, preparing them for the labor market and arousing in them the curiosity and interest in scientific and technological development. The research was conducted with high school students and teachers working in the Public Education Network. The achievement was through questionnaires and opinionated reviews aimed at defining the rate of learning for certain methodology. After application of formal proofs, the results indicated a deficit in objective multiple-choice questions and, therefore, the recasting of questions for dissertative format, triggered significant mean for the group that studied the constructivist style. Another important fact was both teachers and students, demonstrate very interested in the new methodological way, and although they were fearful and suspicious of the behavior and helpfulness of the participants were but curiosity about the new teaching model. Their anxieties and suspicions led a redirect from research that sought to address students of a private school who studied in Piaget's method for over a year, and the results served to demystify the process and show that over time can improve there lationship and the development of tools necessary. Therefore, teaching through tools that promote questioning of content and motivate searches for the acquisition of knowledge may become an important method to promote the qualities you would expect from education.