O ensino de isomeria a partir de uma unidade didática multiestratégica: diálogo entre estudo de caso e o Kahoot!

Abstract

The teaching of Chemistry faces challenges related to students’ lack of interest and the fragmentation of knowledge, often reduced to memorization. This study investigated how a Multistrategic Didactic Unit (MDU), combining inquiry-based learning, case study, and gamification, can contribute to the learning of the concept of isomerism in high school. The research, based on a qualitative approach, was carried out with a group of 31 students in the final year of high school at a public school in Paraná, Brazil. The MDU was structured into three didactic sequences developed from problem situations, combining dialogued lectures, digital simulations, molecular model building, quizzes on Kahoot!, and case study responses elaborated according to Kortland’s model. Data collection included initial hypotheses, partial resolutions, case study responses, interactions during Kahoot! activities, and semi-structured interviews. The analysis, conducted through Content Analysis, allowed the identification of alternative conceptions, epistemological obstacles, and conceptual development. The results showed that, at first, students relied on everyday perceptions or the imprecise use of scientific terms. Over the intervention, there was progress in their ability to relate structure and chemical properties, as well as increased engagement and collaboration fostered by gamification. The case study responses demonstrated conceptual development, integration of different types of isomerism, and the proposition of scientifically grounded solutions. It is concluded that the MDU favored both the learning of chemical concepts and the development of argumentative and collaborative competences. The combined use of case study and Kahoot! proved to be a promising strategy. It enhanced students’ interest and participation, while enabling teachers to monitor and intervene in learning processes.