Química dos sólidos: uma abordagem teórica-prática utilizando microscópio óptico caseiro no ensino de química

Abstract

It is expected that teachers are able to deal with challenging teaching-learning situations. Therefore, this professional is always seeking potential activities for facilitating students perception of the classes contents, inserting the apprentices in the learning and motivating them to learn, making them notice that Chemistry is around them. In this context, the present work aimed to present an activity that could address the chemical content of solids in high school by employing a contextualized theoretical class interconnected with an experimental class, in order to facilitate the understanding of the subjects seen in the classroom. This work was carried out at EEMTI Santo Afonso, in Fortaleza-CE, involving three classes of High School 3rd Year, two morning (C and D) and one night (E). These groups had together, 54 students, with ages ranging from 15 to 55 years. Initially, an evaluation related to the content of solids was carried out, followed by an expository dialogue-class through slides presentation and with the presentation of the Mohs scale. At the end of the presentation, the experimental part was initiated by the students with the aid of homemade optical microscopes using cellular cameras to observe the crystalline habit of previously synthesized crystals. The evaluative survey was reapplied to verify the contribution of the activity in the students learning; Finally, a gathering of opinions on the acceptance or non-acceptance of the activity was carried out by the students. The data collected were treated in a qualitative bias, showing that the activity had a good acceptance, and the classes had a good development, in which students showed a better understanding about solids and how Chemistry fits in this theme after the activities. During the lesson it was observed that the students were very participative and motivated with the experiment. Due to the students opinions, it can be concluded that theoretical-practical activities are a great way to facilitate the understanding of contents addressed in the Chemistry teaching.