USO DO CONHECIMENTO PRÉVIO NO ENSINO DE CINÉTICA QUÍMICA
O artigo teve como objetivo o ensino
de cinética química através de experimentos
problematizados, baseado no modelo teórico
da aprendizagem significativa. O trabalho
consistiu na aplicação de experimentos, todos
acerca do conteúdo de cinética, com ênfase
nos fatores que afetam a velocidade da reação,
como temperatura, superfície de contato e
concentração dos reagentes. A princípio os
alunos foram levados para o laboratório, para
a realização de experimentos em grupos,
é válido ressaltar que os alunos ainda não
tinham tido contato algum com o conteúdo
de cinética química. Os alunos teriam que
formular hipótese para cada reação ocorrida
no experimento, posterior a isso os alunos
teriam uma aula sobre o conteúdo e após
toda a explicação do conteúdo os alunos iriam
novamente para o laboratório para refazer o
experimento e gravar um vídeo explicando de
forma microscópica as reações observadas. O
uso da problematização dos experimentos, e de
exemplos de situações do cotidiano dos alunos,
despertou o interesse dos estudantes pelo
conteúdo de cinética. Os mesmos conseguiram
relacionar seus conhecimentos pré-existentes
com os conceitos científicos envolvidos, levando
a uma reorganização destes e adquirindo
novos significados, ou seja, uma aprendizagem
significativa. A presente oficina mostrou-se uma
importante ferramenta de ensino, tornando o
ensino de cinética química mais desafiador
e reflexivo, permitindo o desenvolvimento
USO DO CONHECIMENTO PRÉVIO NO ENSINO DE CINÉTICA QUÍMICA
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DOI: 10.22533/at.ed.90619260421
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Palavras-chave: Conhecimento Prévio, Cinética Química, ensino de química.
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Keywords: The article aimed to teach chemical kinetics through problematized experiments, based on the theoretical model of meaningful learning. The work consisted of the application of experiments, all about the kinetic content, with emphasis on the factors that affect the speed of the reaction, such as temperature, contact surface and concentration of the reactants. At first the students were taken to the laboratory, for the accomplishment of experiments in groups, it is valid to emphasize that the students still had not had some contact with the content of chemical kinetics. The students would have to formulate a O Ensino de Química 2 Capítulo 21 238 hypothesis for each reaction occurred in the experiment, after that the students would have a lesson on the content and after all the explanation of the content the students would go back to the laboratory to redo the experiment and record a video explaining in a microscopic way the reactions observed. The use of the problematization of the experiments, and examples of situations of the students ‘daily life, aroused students’ interest in the kinetic content. They were able to relate their pre-existing knowledge with the scientific concepts involved, leading to a reorganization of these and acquiring new meanings, meaning meaningful learning. The present workshop has proved to be an important teaching tool, making the teaching of chemical kinetics more challenging and reflexive, allowing the student’s critical thinking to develop.
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Abstract:
The article aimed to teach chemical
kinetics through problematized experiments,
based on the theoretical model of meaningful
learning. The work consisted of the application
of experiments, all about the kinetic content, with
emphasis on the factors that affect the speed
of the reaction, such as temperature, contact
surface and concentration of the reactants. At first
the students were taken to the laboratory, for the
accomplishment of experiments in groups, it is
valid to emphasize that the students still had not
had some contact with the content of chemical
kinetics. The students would have to formulate a
hypothesis for each reaction occurred in the experiment, after that the students would
have a lesson on the content and after all the explanation of the content the students
would go back to the laboratory to redo the experiment and record a video explaining
in a microscopic way the reactions observed. The use of the problematization of the
experiments, and examples of situations of the students ‘daily life, aroused students’
interest in the kinetic content. They were able to relate their pre-existing knowledge
with the scientific concepts involved, leading to a reorganization of these and acquiring
new meanings, meaning meaningful learning. The present workshop has proved to be
an important teaching tool, making the teaching of chemical kinetics more challenging
and reflexive, allowing the student’s critical thinking to develop.
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Número de páginas: 15
- Ailnete Mário do Nascimento
- Joicemara de Queiroz Souza
- Ailnete Mário doNascimento Nete Nascimento
