A composição de paródias musicais como recurso didático para o ensino de química orgânica

Abstract

Nowadays, students are proving increasingly disinterested in traditional classes of Chemistry. That way, each time more it is necessary for teachers to reinvente and try to innovate their lessons and bring into class recreational activities that students indentify themselves, otherwise, we run the risk of making them completely alienated to the scientific content worked in that context. This work proposed to the students, the research subjects, to produce a parody about the organic chemistry content after the application of a teaching unit, in order to analyze how the making of these parodies can be a facilitator learning resource. The parodies made were interpreted by content analysis and to verify whether the activity was promise for the understanding of organic chemistry, we used a final questionnaire. From the results it was found that most students understood the content worked to express the lyrics concepts of organic chemistry.