Proposição de sequência didática com enfoque em ciência, tecnologia, sociedade e ambiente para o tema eletroquímica no ensino médio

Abstract

The teaching of electrochemistry concepts in Basic Education presents many obstacles to understanding, as it requires a more elaborate and mathematized chemical language that, in many contexts, ends up not being understood by students. Therefore, approaching this topic from the perspective of the science, technology, society and environment movement (CTSA) and the use of the three pedagogical moments (3MPs) can contribute to a better approach and contextualization. The objective of this research was the elaboration of a Didactic Sequence (DS) under these biases, with which it sought to provide students with scientific knowledge about electrochemistry with a critical sense and environmental responsibility for the topic of batteries. The SD elaboration methodology involved factual, procedural and attitudinal contents articulated with problematizing activities through the 3MPs. As a result, an SD was built for the systematization of electrochemistry contents with an emphasis on batteries. The main strategies used were readings and discussion of texts, expository- dialogue class and. The testing of the elaborated material took place in the context of the author's supervised internship, configuring an action research, where it can be concluded that DS contributed to a less traditional approach to electrochemistry concepts and enabled the active participation of students during implementation, following the proposal of the 3MPs. The research obtained positive results, with an easy-to-adapt didactic sequence that can be applied in different contexts.