Uso da metodologia STEM no conteúdo de cinética química para uma aprendizagem significativa

Abstract

The STEM methodology (Science, Technology, Engineering and Mathematics) promotes interdisciplinary training through an integrated and dynamic curriculum, which values critical thinking, problem solving and collaboration. By applying these disciplines in real-world contexts, STEM stimulates innovation and prepares students for future scientific and technological careers. Breaking down traditional barriers between disciplines, this approach encourages practical and investigative experiences, facilitating the application of scientific principles and strengthening the understanding of the connections between theory and practice. In Chemistry, where abstract concepts such as atomic and molecular structures are common, the STEM methodology stands out in arousing students' interest through dynamic classes with games, experiments and news discussions. This encourages active participation and provides meaningful learning. Ausubel's Meaningful Learning Theory (TAS) complements this methodology by emphasizing that students bring prior knowledge, the "subsumers", which are the basis for integrating new information in a structured and meaningful way. Unlike rote learning, which is based on memorization, meaningful learning involves the construction of lasting meanings. In this work, the STEM methodology was applied to the teaching of Chemical Kinetics, focusing on corrosion, a particularly relevant topic in Fortaleza due to the intense sea air. In a school in the Álvaro Weyne neighborhood, Fortaleza, it began with the assessment of students' prior knowledge about Chemical Kinetics and the introduction of the STEM methodology. After discussing news about corrosion, a Kinetics review class was taught, followed by practical activities that related the factors that influence the speed of reactions to students' daily lives and professions. A final questionnaire assessed meaningful learning about Chemical Kinetics content and students' perception of STEM. It was concluded that the STEM approach enriched students' understanding of the application of Chemical Kinetics concepts in their daily lives and professions, expanding their perception of the relevance of this knowledge and providing meaningful learning.