Fenômeno el niño: uma proposta de contexualização para o ensino de química.

Abstract

Chemistry classes, for the most part, is still tied to traditional methods of content transmission, where students only memorize concepts and do not associate the subject with everyday. Thus, the function of the teacher is of fundamental importance to seek teaching tools in order to complement the traditional classes through contextualization, since it brings the subjects of Chemistry closer to the daily life of the students, arousing in them, a greater interest in the discipline and consequently facilitating the process of teaching learning. In this context, the present work had as objective to carry out an activity using a contextualized approach in the Chemistry contained in the phenomenon El Niño, present in the state of Ceará, being one of those responsible for the drought. The activity was carried out at the Justiniano de Serpa State College, located in the city of Fortaleza, Ceará, in a class of the second year of high school, with 28 students, lasting two classes (100 minutes). Initially an evaluation was carried out, with Thermochemistry content, in order to verify the knowledge of the students about the subject, before the application of the activity. Soon after, an expositive class was given, using a slide presentation and experiment. Subsequently, the questions of the beginning of the class were reapplied, to verify the importance of the activity, by comparing the number of correct answers before and after the presentation of the presentation. Finally, a work evaluation questionnaire was applied to verify the students' opinion about the discipline and the accomplishment of the activity. It can be concluded that the activity enabled the students to better understand the subjects covered. It was also observed that the use of activities that seek to relate the student's daily life to social issues is important because it allows the student to interact in the construction of knowledge, at the same time facilitating the teaching and learning process, without undoing the traditional, functioning as a motivating resource for both the teacher and the student.