Poluição das águas: sequência didática contextualizando concentração das soluções

Abstract

In view of the difficulties in understanding the content of concentration of solutions, in order to assist in the process of teaching learning of this content, this dissertation aimed to develop a didactic sequence (SD) through the EAR process (Elaboration, Application and Re-elaboration), presenting the results of a qualitative research developed with thirty-nine high school students from Foz do Iguaçu, state of Paraná, with the objective of elaborating a didactic sequence as an educational product, addressing the content of concentration of solutions with the theme: Pollution of Waters (This needs to stop, don't you agree?). The didactic sequence lasted eight classes of fifty minutes divided into six stages: identifying the students' previous conceptions; reading texts and videos on the proposed theme; units of measurement of mass and volume; preparation and dilution of solutions with experiments; production of comics / comic strips and a post-test “Show what you've learned”. In the stages, pedagogical and epistemological relations of the content contextualization process and construction of scientific meanings were characterized. The results were analyzed using the Textual Discursive Analysis (DTA) method. In view of the activities carried out by the students, it was possible to perceive the advances achieved with this teaching strategy, demonstrating the acquisition of new chemical knowledge manifested during the performance of the experiments, preparation of the practice report, and responses to the questionnaires.