Desenvolvimento de aplicativos por estudantes do ensino médio com o uso de metodologias ativas para promover aprendizagem significativa em estequiometria

Abstract

Chemistry teachers have an enormous responsibility to train citizens who can use chemical knowledge in their experiences. This challenge becomes greater when it is realized that understanding the contents of this discipline involves macroscopic, microscopic and symbolic aspects, which are often repeated in a decontextualized and memorized way. Against this trend, the use of digital technologies in the teaching of Chemistry science can be a great ally in promoting meaningful learning, as part of the motivation that students have in manipulating their devices. We believe that this movement can generate significant learning by bringing students closer to content in a playful and educational way. This dissertation aims to investigate how the development of a thematic workshop aimed at high school students in which the stoichiometry content is the focus with the use of the MIT App Inventor 2 platform for the creation of applications for mobile devices, combined with the active methodologies can to be a tool that promotes learning in the mentioned content. We understand that the aforementioned content is very relevant in understanding the quantitative aspects of Chemistry and that our paper can serve as a subsidy for Chemistry teachers in practice and in training. The target audience of this work was a class of fortyfive (45) students of the second year of high school integrated to the technical course in Chemistry of the State School of Professional Education Maria Carmem Vieira Moreira, located in Maracanaú-CE. Our final paper was conceived with a qualitative character, being used as tools to collect academic and socioeconomic information to support our research, as well as to conduct questionnaires in the various moments of the research. A thematic workshop using the free online platform MIT App Inventor 2 was held so that students could create their applications from the content of stoichiometry. The results we obtained through the application of the questionnaires showed us that after the workshop, the apprentices showed that they had learned the content of stoichiometry, in addition to indicating that they were very motivated when using the platform and the methodology employed. We believe there is a need for further research on the approaches used here due to the combination of factors involved in the process and due to the small amount of studies in Portuguese about the use of the App Inventor 2 platform and consequently the development of applications for mobile devices by part of high school students as a proposal applicable to the teaching of Chemistry.