Desenvolvimento de módulo didático de baixo custo para ensino de absorção reativa por intermédio da aprendizagem significativa

Abstract

Due to their importance for engineering, seeks to insert a diversified view of the teaching and application of transport phenomena, since they are linked to numerous chemical processes and unitary operations, such as mass transfer operations. However, these foundations have been taught in the same way since its definition, which prevents the student from approaching its concepts, causing ruptures in the teaching-learning process due to the passive education methodology applied in the teaching of Engineering, in which the learning process is commonly developed by the mechanical and repetitive reproduction of the presented content. One of the tools used to solve this adversity in education is the applicability of didactic modules for problem identification and solution, as well as improving the teaching-learning process, since it links the knowledge previously obtained with the new information and, similarly, theory and practice. Another basis for minimizing educational disability is active methodologies, especially meaningful learning, as it is applied by interdisciplinary methods that exploit theoretical knowledge and combine it with its practical applications. In this study, it was chosen to apply the absorption practice as one of the most important unitary operations for the industry, which allows interdisciplinary connections, connecting fundamentals previously seen. It was proposed in this study the construction of a liquid-gas absorption module, considerably minimizing the cost for the acquisition of this equipment, spending R$ 451.57 and saving R$ 25,409.85 in the price of modules available at the market. . The module was validated as a scientific and educational tool through experiments on the absorption of carbon dioxide (CO2) using sodium hydroxide (NaOH), obtaining a removal percentage 53.85% of CO2 for the NaOH flow rate of 60.72 mL min-1. For the educational validation, the teachers performed the validation of the module as an educational tool, assigning the concept “great” to the pedagogical, technical and student opinion. A comprehension test was also applied to the students, obtaining a 19.64% growth in significant learning.