"Você está vendo elétrons?": o uso da experimentação como ferramenta para o ensino de atomística

Abstract

This paper aims to explore a contextualized approach to teaching Chemistry, focusing on integrating the study of atomic structure and atomic models, especially the Bohr model, through practical experimentation. The relevance of this topic lies in the need to improve and make Chemistry teaching more attractive and effective, since many students face difficulties in understanding abstract concepts without a practical connection. The proposal is based on the use of experimental techniques, such as flame tests, fluorescence and phosphorescence processes, and photochemical reactions, to deepen students' understanding of photon emission and electron transfer between the energy layers of atoms. The objective of this paper is to create a meaningful learning environment that helps students better relate the structure and characteristics of atoms, facilitating the understanding of the chemical behavior of elements. By integrating these experimental activities with the theoretical concepts of the Bohr model, we hope to achieve satisfactory results in the students' learning process. The research was conducted at EEFM Professor Jader Moreira de Carvalho, in Fortaleza-CE, with students in the 1st year of high school and an average age of 15 years. The methodology adopted incorporated practical experiments contextualized with the students' prior knowledge. The effectiveness of the approach was evaluated through tests carried out before and after the experimentation, focusing on the observation and analysis of the students' development. The contextualized teaching approach aroused the students' interest and encouraged their active participation in the learning process. The results indicated a considerable increase in the students' understanding of the studied topic and its relationship with the experiments performed. The approach provided the integration of experimental activities and promoted more meaningful and engaging learning. An increase in the students' interest and active participation in the proposed activities was observed. The adopted methodology not only facilitated the understanding of scientific concepts, but also aroused the students and encouraged more active participation in the learning process. The results reinforce the importance of contextualizing teaching with experimental activities to promote more meaningful and engaging learning.