O experimento de baixo custo como recurso didático no ensino de reações químicas e de ácidos e bases no 9º ano do ensino fundamental: um estudo de caso

Abstract

Experimentation in chemistry teaching is a fundamental didactic resource, promoting debates through real problems, contextualizing and articulating research processes, contributing to awakening the interest of students, bringing improvements to the learning of this science. However, many schools do not have a laboratory and/or reagents and equipment to carry out practical classes. Thus, the use of experimentation with low-cost material, in addition to overcoming structural and material difficulties, can favor the understanding of concepts, laws and theories, giving the student a greater understanding of school content and the perception that science is everywhere. The general objective of this work was to analyze the use of lowcost experiments as a teaching resource in teaching chemical reactions and acids and bases in the 9th year of elementary school in a district school in the city of Arneiroz-CE. The research was observational, exploratory and descriptive, with the broadest dimension being a bibliographical design and case study, with a qualitative approach to data analysis. The research results collected by the Student Perception Questionnaire showed that for the 9th grade class studied, 72% of students were very satisfied with the experimental classes, generating greater stimulus for learning the contents of chemical reactions and acids and bases. This same response pattern occurred with 79% of students who considered that the experiments made them more curious about learning chemistry. The experiment stimulated significant class interaction, which led to 87% of students being very satisfied with their participation in class activities. Finally, a “very satisfied” percentage of 93% was achieved when the students studied chose to prefer science classes with experiments, as well as accepting the methodology used in classes. It was considered that carrying out the experiments with low-cost material overcame the lack of structure and material that the district school had, and that the potential of this material is great and easily accessible, allowing greater frequency of carrying out the experiments, as well as a low environmental impact. It was also possible to observe that in addition to the gain in learning the content, there was greater involvement and motivation of students, which means we can conclude that the methodology used resulted in practical, constructive learning and application of knowledge in contexts of the everyday world.