Estudo de metodologias de ensino - aprendizagem de equilíbrio químico para o ensino médio.

Abstract

The chemical equilibrium concept is a central theme of great importance in the high school curriculum, but it is considered one of the most difficult subjects to teach and to learn when it comes Chemistry teaching. Several factors are listed for these difficulties, as great abstraction of the topic, not understanding the dynamic nature of balance, problems with calculations, among others. For any discipline a teaching method used by the teacher will be responsible for the dynamics, learning and return the class before the same, but when choosing a method the teacher should keep in mind that this method brings with it issues concerning its own bases. In this prospect, we worked with high school classes the study of three different methodologies already established in the literature for the teaching of ionic equilibrium chemical balance. It was evaluated the constructivist method by JigSaw method, the positivist method is a methodological pluralism method. The survey was conducted with about 150 students each on 2nd year of high school in the same school divided into three groups. During the development work was possible to see the main difficulties that students find while learning equilibrium and relate them to the literature showing up like. The constructivist method was inefficient to the teaching of chemical equilibrium, with groups of students who cannot satisfactorily master the basics of balance and handling constants. A principal components analysis was conducted to try to differentiate the groups by the applied method and understand which factors are crucial in differentiating the groups. The analysis showed strong evidence of differentiation of the constructivist method of others, showing that the variables chosen for the study failed to describe the method. The positivist and pluralistic method shown to be very close, however, the last one show greater ability to function as future interdisciplinary method in addition to more homogeneous results in the classroom.