Ensino de química: análise do estudo de ferramentas didático-pedagógicas

Abstract

The education is going through a time when teachers are questioning their teaching methods, and the principle that guides the rethinking of the methodology, is the shift in focus, where students are no longer mere information repositories. Allied to this fact and relating to the teaching of chemistry, there is a need to seek to identify and understand the existence of some factor that is differential in the learning process of students. For this purpose, this study proposed the 445 high school students belonging to two schools in the metropolitan region of Curitiba, teaching alternatives that would help them best understand the content of chemistry. 73.12% of the students assessed chose teaching methods based on experimentation, on the 1sd and 2nd year of high school 12, 16 and 24.0 % by the conventional method, between 2.5 and 8.12% for practical musical education between 1.75 and 7.2% preferred teaching involving games and less than 5.0 % based methods scenarios. Besides search understand methods of teaching we can observe need of trying to understand wherein moment lessons in chemical students believe would be more useful contextualisation application and interdisciplinarity. 43.75% in 1st year 46.25% at 2 years and 24.8% at 3 years, students believe should be applied at any time during the lesson, but due to the fact of chemistry is a difficult subject to understand the context and interdisciplinarity should not be applied frequently, it can cause confusion in the teaching learning process. As a whole, this study suggests that experimentation is very relevant to the learning process of the students in the discipline of chemistry factor and proving that the use of both interdisciplinarity as the context is of great importance for a better development of students if well considered against the time of your use.