A facilitação do processo ensino-aprendizagem de química por sua experimentação

Abstract

The teaching in the natural sciences area, particularly with respect to chemistry, being inefficient in recent years, according to reviews and publications area. Studies own experiences in the classroom, and investigations conducted with graduates of Basic Education, revealed on the one hand, the near absence of conducting experiments in various schools and, secondly, the importance and need for these in the teaching-learning process in Chemistry. In order to this problem, this research presents a study on the design of teachers and students in relation to the concept that attach to experimentation, as well as the relevance and use of chemistry practical classes in relation to the construction of scientific knowledge. We use research-qualitative descriptive approach, where the data were collected through questionnaires with open and closed questions. The results were very significant because it demonstrated the importance of using experimentation during science lessons highlighted by teachers and students. The development of experimental activities in some schools, mediated form, contextualized and related content, in an incipient form, gives signs from being a potential way to the significance of scientific concepts, understanding of phenomena and the formation area teachers and students of these schools.