O ensino de ligações químicas: utilizando a taxonomia de Bloom revisada na elaboração dos objetvos de aprendizagem

Abstract

The topic of Chemical Bonds is fundamental for understanding various subjects in natural sciences. Thus, an appropriate initial approach, as well as the selection of high-quality study sources and materials, are essential to minimize Alternative Conceptions, which means, misconceptions about a studied phenomenon. To prevent the formation of such misconceptions and ensure that the teaching-learning process occurs effectively, it is necessary to develop learning objectives with well-defined competencies before introducing concepts and content to students. In light of this, the present work aims to use the Revised Bloom’s Taxonomy to develop learning objectives that should be achieved by students at the end of each lesson. Based on these objectives, three lesson plans and educational materials were developed, with content guided by the competencies to be achieved. The lessons were taught in a lecture format to 1styear high school classes, and the evaluation of each objective was carried out through questions proposed and answered during and after the lessons as the content was addressed. Through the analysis of the results, it was noted that the majority of the students were able to grasp the basic fundamentals that explain how Chemical Bonds occur, relating them to the interactions between atomic particles. Through the lessons and support materials, the students were able to connect the characteristics of each bond to the properties of some compounds used as examples. Additionally, the effectiveness of the lessons in solving ENEM exam questions was noted, also aiding in the resolution of contextualized problems. Therefore, it is concluded that developing learning objectives using the Revised Bloom’s Taxonomy was a facilitating mechanism for creating lesson plans, guiding the choice and sequencing of concepts, content, problems, and assessment methods specific to the proposed topic.