Contextualização do ensino de reações químicas através da reciclagem de placas de circuitos impressos

Abstract

The contextualization of the teaching of chemical reactions through the recycling of printed circuit boards appears as a method that works motivation for Chemical science, because the resistance with this science is something pertinent in the student community of Basic Education, mainly by the students of the first year of the Secondary Education, which point out certain difficulties in understanding the contents of this subject when entering this level of education. In this context, the bibliographical studies raised in this study, problematizing the educational deficiency generated by the traction methods, guided by the persistence in the passivity of the student, discuss the fractions of the discipline Science in the 9th year for the initiation of the teaching of Chemistry separately and highlight the solutions with based on the use of experimentation in a viable way, in the sense of mitigating the problems involved and in the possibility of creating new educational resources. In this perspective, the work potentiates the didactic resource contextualization through experimental practice using printed circuit boards (PCI), and low cost materials as a starting point. The research deals with a qualitative and quantitative study, with the objective of analyzing the context of technological issues involving the environmental theme, through the tool experimentation in the search of meaningful learning. The study was developed with two classes of the first year of high school, in the afternoon and evening shifts, with 43 students from the Poeta Patativa do Assaré Elementary School, a public school located in the city of Fortaleza. Two questionnaires, containing objective and subjective questions, were applied through which the students presented their conceptions about the importance of contextualization, experimentation and Environmental Education in the teaching of Chemistry. With the analysis of the data it was noticed that the students considered important that the teacher contextualize the contents of Chemistry and showed appreciation for the experimental practice, revealing itself as a resource that contributes to the consolidation of the learning, since they attribute a theory to the theory of chemical concepts. Participating students presented improvements in learning, since in synthesis of this study were evidenced facts that linked to the phenomenology of the experiment to the theory of chemical reactions. In this same analysis, the perception with the factors that degrade the environment and its preservation were enriched in their responses, and in this area, the contribution of Environmental Chemistry proved to be relevant in learning, since, besides strengthening the critical social formation, contemplated the guidelines of official education documents.