Estudo acerca da motivação e aprendizagem a partir de uma implementação de uma sequência didática de química orgânica

Abstract

The objective of this research was to analyze the degree of motivation, learning and student engagement during the development of a didactic sequence that addressed three topics: light and color (L), dyes (C) and organic functions (F) . This didactic sequence was developed in a 3rd year high school class of a public school and the data were collected mainly through three questionnaires applied, before and after the didactic sequence. Two questionnaires with objective responses on a Likert scale and one with discursive responses. With the objective answers of the first two questionnaires a quantitative analysis was made and the comparison between the before and after was made by calculating the conceptual gain g and the t-Test. As a complementary comparison, the evaluations carried out by the teacher during the application of the sequence were also considered. These analyzes showed that the motivation of the students after the application of the didactic sequence was greater than the motivation before and that they considered that there was a high learning in the first two topics (L and C) and a reasonable learning in the last topic (F) . With the discursive answers of the third questionnaire a qualitative analysis was made whose categories were inspired by the representational, conceptual and propositional learning of Ausubel. This last analysis confirmed and deepened the results obtained by the quantitative analysis, showed that the last topic (F) on organic functions needs to be improved. The results achieved are encouraging and it is believed that this didactic sequence can be used by other teachers.