Plantas e metabólitos secundários: uma proposta para o ensino de química orgânica

Abstract

This work presents a didactic proposal for teaching the contents of carbon chain classification and organic functional groups, molecular formulas and active principles of the plants studied. The proposal was developed for the subject of chemistry and applied to the High School third year grade. It aimed to contribute to the educator's understanding and recognition of the concepts of organic chemistry through active methodologies PBL (problem-based learning) and Jigsaw and the theme plants and secondary metabolits. The didactic sequence produced consisted of a teacher support material for eleven classes with activities that allowed addressing the theme plants and spices through the history of great navigations, application of medicinal plants and condiments for the benefit of human health and primary and secondary metabolites. The teaching strategies developed in the sequence were intended to contribute to the development of skills and competencies such as: creativity, confidence, problem solving capacity, collaboration and communication important for the future professional performance of the student, as well as, enabling the students to classes that aroused their interest and curiosity about the proposed theme. In the partial application of the didactic sequence in the distance mode by the Google Classroom application, it was observed that the proposed activities aroused the student's interest in the theme because it is a subject not often worked on in class, the results were satisfactory due to the involvement and good performance of the students. The work was applied in two third year groups A and B, totaling 70 students, out of which 54 participated. Class A was more involved in participation in relation to B in the activities, in the final questionnaire that sought to evaluate the knowledge of the students regarding the content of organic chemistry worked from active principles of medicinal plants and condiments, class B showed better performance and greater knowledge of content as the questions were answered.