Uso de analogias sustentáveis para revisão de conceitos de ligações químicas

Abstract

This study aimed to analyze the applicability and effectiveness of using analogies, contextualized with sustainability, as a teaching strategy for reviewing chemical bonding concepts in high school. The methodology adopted was a mixed approach, both qualitative and quantitative, involving the application of diagnostic and evaluative questionnaires, as well as a practical activity in which students constructed their own analogies. The research involved 38 second-year high school students from the Eusébio de Queiroz State School of Professional Education, located in the municipality of Eusébio, in the state of Ceará, Brazil. Diagnostic data revealed that, although all students had at least basic familiarity with the topic, 53% demonstrated conceptual insecurity and difficulty understanding chemical bonding, and 58% had never reflected on its relationship with sustainability. After the pedagogical intervention, evaluative data showed that 89.5% of the students reported improved understanding of the concepts, highlighting the conceptual clarity promoted by the analogies and the increased motivation and interest in the lessons. It was also observed that integrating the theme of sustainability favored the contextualization of the content and expanded students perception of the relevance of Chemistry in everyday life. It is concluded that the use of sustainable analogies, when combined with teacher mediation and formative assessment, constitutes a powerful tool for promoting meaningful learning and socio-environmental awareness, and should be considered a complementary strategy to Chemistry teaching