Team-based learning como estratégia colaborativa no ensino de química para jovens e adultos

Abstract

When it comes to the disciplines of exact sciences and the abstract nature of chemistry, along with other difficulties in learning content (for example, the mathematical nature) it is among the most feared by students. Chemistry is taught by the traditional didactic model, which no longer meets the student's cognitive learning needs, this teaching requires a transformation in the study approach so that the mastery of essential content is truly learned and not memorized. Thus, this research aims to present an educational product using experimentation in teaching chemistry in the form of Youth and Adults, from the collaborative teaching of the Team-Based Learning (TBL) method. The theoretical foundations that guided the research were based on the active teaching and learning methodology TBL, using its steps in favor of the time of content exposure for the practice itself, from the perspective of the authors Michaelsen, Knight and Fink (2004), Michaelsen and Sweet (2011) and Parmelee and Sibley (2008), the methodological procedure of Design Thinking that results in the proposition of their educational products from a reflection and elaboration by the following phases: Empathy, Analysis, Ideation, Prototyping and Evaluation, by the authors Plattner, Meinel and Leifer (2011) and the descriptive analysis of the book “What Einstein said to his cook I” by Robert Wolke (2003), as a source of research and inspiration for the chosen theme. There were several possibilities of working with basic contents united simultaneously in this approach, reinforcing the concept that they are not separated by "boxes", their diversities consist in significantly deepening common day-to-day issues. When using educational products as an aid to the strategy in teaching chemistry, it instigates the student's curiosity in learning the essential contents, and brings methodological innovation in the perspective of teaching chemistry. The kitchen environment invites experimentation, shows the relationship between science and the student's life, being a way to contextualize concepts and applications per se, completely changing the time and focus of the face-to-face classes with real issues of importance for the formation of the student. human being living in society.