Proposta e análise de uma sequência didática para abordar o conteúdo de termoquímica no ensino médio

Abstract

In this dissertation, the research developed in the scope of the Graduate Program in Teaching Science and Mathematics of the Federal University of Uberlândia was presented, in which it was intended to answer the question: what are the limits and possibilities of the process of reflection on action for the construction of a didactic sequence on thermochemistry developed with high school students? The objectives of this research are: i) to analyze the application of a teaching proposal on the content of thermochemistry, elaborated and developed by the researcher, in 2017; ii) to analyze the difficulties of the high school students of the second series on the thermochemistry contents from the results of the teaching proposal applications; iii) re-elaborate, apply and analyze a new didactic sequence on this content in Chemistry classes in high school. The research, based on a qualitative approach, presents and analyzes the results of the application of two didactic sequences on thermochemistry, from the planning of the classes, the records made by the researcher after the development of the activities and the answers of the students who participated in this first sequence didactic Considering the analysis of the results of the first sequence, it was noticed numerous difficulties in learning this concept by high school students, such as the lack of understanding of everyday phenomena, the difficulty in differentiating endothermic and exothermic processes and interpreting thermochemical graphs and equations. Thus, based on the analysis of the students' answers, and the compilation of several knowledge already available in the literature on the teaching-learning processes related to thermochemistry, a new didactic sequence was performed. This was based on the methodology of action research, inserting contextualized activities, phenomena of students' daily life and diversified methodologies, which, through research, promoted the use of argumentation in the classroom. It is hoped that the research contributes both to the reflections of this teaching in the initial formation, but mainly in the actions developed in the schools, improving the teaching-learning processes in the thermochemistry classes. It is also expected that the product of this dissertation, "Didactic sequence to approach the content of thermochemistry in high school", be a support material for chemistry teachers.