Aprendizagem cooperativa como possibilidade de superação das dificuldades no aprendizado da química: o olhar dos educandos no ensino médio

Abstract

Cooperative Learning is a teaching methodology that proposes the cooperative work and active participation of students in the study based on heterogeneous and interdependent groups, in order to make possible the interaction and co-responsibility of the students, promoting not only the cognitive apprehension, but also the development of social skills. This work aims to analyze the possibilities of application of Cooperative Learning in teaching physical chemistry, more specifically, in the study of solutions, integrated development of interpersonal relationships, identify aspects of school performance of students and to develop pedagogical tools containing the elements fundamental to this approach. The methodology included awareness workshops and life stories, applying different techniques of AC having as content issues pertinent to the study of solutions. Regarding the assessment of cognitive learning, approximately 80% of students scored at or above the average middle school in individual evaluations, especially for tests concerning the method of testing and peer cooperative with percentages of 96 and 88 %, respectively. It was further growth in the number of procedural groups that meet the criterion of success that group, at the beginning of the route was between 40 and 55% , reaching the end stabilized between 80 and 100%. The life histories and group processing were considered by 96% of students as providers of development social and relational skills. The ambience and the inclusion of playful practices were approved by the students as a potentiating creativity. Thus, the AC points as methodological possibility in teaching chemistry to build cooperative relationships that look after the student role.