THE USE OF MUSIC AS A STRATEGY FOR TEACHING CHEMISTRY IN SECONDARY SCHOOLS

• DOI: https://doi.org/10.22533/at.ed.5584282417093

• Palavras-chave: Teaching chemistry. Music. Supervised internship.

• Keywords: Teaching chemistry. Music. Supervised internship.

• Abstract:

  It seems that there is no disagreement that the textbook is undoubtedly a material that has a strong influence in Brazilian classrooms. It is true that it is often the only didactic instrument used by teachers for searching, conceptual questions, planning, presenting exercises, etc. This can result in its indiscriminate use in the classroom and a lack of diversity in teaching resources. It is understood that the use of music in chemistry lessons can be a significant way of attracting the interest and motivation of secondary school students. The implementation of new teaching methodologies and strategies is still rarely applied in Brazilian public school classrooms.  However, contact with new technologies and new languages has increased significantly among young people. In this sense, it is becoming increasingly important and necessary to introduce new teaching practices that help and facilitate the student's integration with the lesson being taught. Chemistry is still considered one of the villains in high school and has been the target of many studies in the search for new methodologies and strategies to improve student understanding and facilitate teaching and learning. In this way, we believe that combining music with everyday life and the content covered in the classroom can make learning enjoyable and consequently interesting for the students, proposing the development of a methodology that is different from the conventional one. The use of music can diversify chemistry lessons and arouse interest, in the same way as laboratory (experimental) lessons. Playful activities in the classroom can arouse students' interest in finding solutions and alternatives to solve and explain the proposed topic. This paper is an experience report developed during the course in Nature Sciences and Mathematics (CNeM) at the University of the International Integration of Afro-Brazilian Lusophony (UNILAB), in the subject of Supervised Internship V, carried out in a 2nd year class at a state public school in the city of Redenção-Ceará, whose aim was to work on an innovative tool for teaching Chemistry, promoting the exchange of knowledge, through a more participatory didactic approach by the students. The activity was carried out in the classroom and was divided into three stages: development of the content on the history of chemistry in the form of a lecture; division of the class into small groups to discuss the content taught; and application of a questionnaire with ten questions on the content. As a strategy for teaching the content, we used the lyrics of a song composed by the CNeM-Habilitation in Chemistry student who was doing the internship, who is also the author of this work, with the aim of addressing historical content about the discovery of the Atom. The results of the experiment showed that music as a language and artistic expression can engage in dialog with science and, in the school context, form the basis of innovative pedagogical experiences.