Contextualização do ensino de termoquímica por meio de uma sequência didática baseada no cenário regional "queimadas" com a utilização de experimentos investigativos

Abstract

Through a contextualized didactic sequence on the theme " Burned ", considered a context of regional scenario, it worked the basic concepts covered in the Thermochemistry teaching using a problem based investigative approach. The didactic sequence was structured and organized according to the three pedagogical moments proposed by Delizoicov and Angotti (1994 ), presenting contextualized texts and experiments that portrayed the observed phenomena in our daily life and who were related to the theme and concepts used in Thermochemistry teaching, which, through research, promoted the use of argumentation in the classroom. Consistently with the qualitative approach used in this study, data were analyzed by the technique of Discourse Textual Analysis to introduce the acquisition of scientific knowledge and to analyze concepts related to social issues involved in order to verify the contributions and limitations of the methodology. Considering the analysis of the results it was realized that the work contributed to the students of the second year of high school in a public school of this city so that they could build knowledge about the concepts covered in the Thermochemistry study as well match these concepts to the context of Burned. It is believed that the didactic material is a teaching tool that provided the insertion of scientific knowledge in the context of students' lives .