Conceitos de densidade e pressão hidrostática: uma abordagem para o ensino médio

Abstract

Chemistry teaching in Brazil began to be established in the country only in the nineteenth century, unfortunately teaching methodologies are still traditionally rooted in an extensive curriculum, in which science is applied through traditional teaching methods, making student learning difficult. Thus, investigative activities can be used as a teaching proposal in chemistry, so that the student becomes an active subject in this process, through investigation, experimentation, dialogue, imagination and criticality, for a meaningful learning. This research, it is a proposal of didactic sequence, with the elaboration of an educational product, an Experimental Set to address contents of density, hydrostatic pressure, atmospheric pressure and gravitational acceleration, to be applied in basic education, high school. The didactic sequence presented in this research, as a proposal for basic education teachers, was applied in the first year of high school, in a private school in São Miguel do Iguaçu-PR. The didactic sequence using an experimental product can contribute to a new teaching methodology based on investigative activity to provide students with meaningful learning. It will be presented a fundamental bibliographic reference for understanding the teaching of chemistry in Brazil, investigative activities and meaningful learning in David Ausubel's theory. Then, we will approach the main concepts related to density and hydrostatic pressure, which are fundamental for understanding the contents covered in the elaboration of the Educational Product. Finally, the methodological approach used to prepare the Experimental Set product and the proposed didactic sequence applied in high school will be presented. It was observed during the research and application of the product that when students refer to a concept of chemistry and physics, they are already related to formulas, without understanding the real process of that theory and its results, therefore, from the application of the Experimental set, students were able to make a new assimilation of these contents and develop learning under a different perspective, through a proposal of experimental, investigative teaching that allowed an effective learning of the contents covered.