Química: uma ferramenta em educação ambiental.

Abstract

This work presents a proposal to use chemistry as a tool to act in environmental education, while exploring environmental education as a way of contextualizing the chemistry teaching. The main objective was to make the student the protagonist of the construction of his own knowledge. Here the chemical concepts were presented based on daily life questions faced by the students using a non-sequential methodology. This resulted in a multidirectional way of transmitting knowledge when compared to unidirectional and traditional forms of education. This movement allowed these protagonist students to understand how to unite all knowledge acquired in a fragmented way during previous school years. As results they start working chemical concepts with more security and using more precise terms when given their answers. All this work was possible thanks to the elaboration of a conceptual map which, while summarizing the area of activity, expands the discussion making connections with the questions proposed by the students. In addition, activities were adapted using games and experiments as didactical resources always presents in the chemistry classes. As final considerations, were the possibility of helping to build in students the scientific knowledge embedded in the questioning thought that promotes the construction of a citizen with a sustainable vision of the world.