Estequiometria: uma proposta de atividade experimental investigativa no ensino médio

Abstract

Basic education faces many challenges, such as scarce financial resources, a lack of adequate infrastructure for students, and a gap in academic training for both teachers and students. Considering this, looking at the broad field of Natural Sciences and their Technologies, it is clear that students experience certain learning difficulties, particularly in Chemistry, due to factors beyond those mentioned above, such as concepts that are considered difficult to understand and classes that fail to consider the context in which students are immersed. One of the subjects most frequently reported in the literature as being difficult to learn is Stoichiometry, due to its difficulty both in teaching in a more playful and practical way and in understanding due to the numerous concepts and definitions required and its fundamental foundation, mathematics. One tool to be used in the classroom to alleviate this problem would be the Investigative Experimental Activity (IEA) approach. This study aims to develop a proposal for addressing the topic of excess reagent within the Stoichiometry curriculum in high school, using the IEI as a pedagogical tool to develop students' cognitive skills. To this end, a quantitativequalitative study was conducted addressing the topic of excess reagent within the Stoichiometry curriculum. The study used the Investigative Experimental Activity methodology combined with the Case Study method. The study was applied to 33 second-year high school students from the Romeu de Castro Menezes State High School (EEMTI) located in the Nova Metrópole community in the municipality of Caucaia, Ceará. The methodology was applied in the classroom in such a way as to allow for discussion of examples from the students' daily lives. Data analysis revealed that 75% of the groups were able to develop and confirm their hypotheses regarding the problem presented in the case study. Regarding the responses to the Perception Questionnaire, approximately 82% gave a positive evaluation. The proposed activity, when confirming that they were able to satisfactorily understand the problem presented, 64% agreed that the activity enabled them to find the solution to the problem and around 58% stated that the AEI facilitated the understanding of the concepts of excess reagent, thus attesting to the potential of the methodology addressed