Storytelling: uma abordagem contextualizada no ensino de química na temática estequiometria.

Abstract

Most students have the conception that the discipline of chemistry is complex and difficult to understand. In order to try to reduce this problem, an integration of educational methodologies is necessary. That is, to evaluate the objective (learning of the students), the path and how the content is applied, in which to use differentiated and appropriated methodologies for the target audience, to aid in the improvement of teaching and consequently in learning. Storytelling is a method that consists of a narrative that uses artifice to attract attention, to approach and transmit topics to a target audience. It is used as a methodology in teaching, it allows the teacher to teach a lesson that interests the students, because in addition to teaching the content, the educator contextualizes, presenting content close to the reality and the daily life of the students. This work has the purpose of probing the difficulties of the students of the 2nd year of the Governador Adauto Bezerra High School, afterwards to use and evaluate the storytelling methodology in the content of excess reagent and limiting reagent of the unit of stoichiometry. The objectives are reached through research questionnaires on the interests and difficulties of the students and of probing stoichiometry on the students' knowledge, later an intervention using the storytelling methodology to assist in the teaching of the stoichiometry content is performed, an evaluation of the content and the methodology also through questionnaires. The results obtained before the intervention show that in relation to Chemistry, the majority of the students present lack of motivation, low affinity with the content and a difficulty in the chemical calculations. With the application of the stoichiometry probing test, this difficulty is perceived with calculation questions, in which only 26% of the classes answered this type of question. After the application of the storytelling intervention, the results were better, as almost 50% of the classes answered the question. The technique of storytelling can be used as an educational tool in the teaching of chemistry, since it helped in understanding the content, facilitating the contextualization