Pilhas e baterias: uma unidade de ensino potencialmente significativa para o ensino de eletroquímica utilizando as TDICs e as atividades experimentais

Abstract

The present research was developed based on the Theory of Meaningful Learning (TAS) and was carried out in 2017, with 37 high school students from a public that belongs to the District of Anhanduí, municipality of Campo Grande, MS. The main objective of this work was to produce and implement a Unit Teaching Potentially Significant (UEPS) based on TAS to investigate the significant learning of electrochemical content, such as greater emphasis on cells and batteries, through the application of experimental activities and Digital Technologies of Information and Communication (TDICs). It is a study that has a qualitative and pedagogical intervention, in which, initially, an initial questionnaire and a pre-test were used to survey subsumers students’ and, later, it was used as a strategy of teaching classes with the use of TDICs and experimental activities for the study of cells and batteries. At the end of the UEPS, a conceptual map of the content addressed and the resolution of a new learning situation was requested, finalizing the didactic interventions with the application of the post-test. With the accomplishment of the analysis of the questionnaire and pre-test, we verified the need to use the strategy of the previous organizers according to the foundations of the TAS, with the purpose of stimulating the progress of concepts, ideas and propositions relevant in the cognitive structure of the students for promote meaningful learning of teaching content. The process of triangulation of the results by the analysis of the questionnaires, the tests and the conceptual map, evidenced that an expressive part of the students appropriated significantly the basic concepts of electrochemistry. Therefore, it was possible to verify that the use of the TDICs contributed to a better understanding by the students of the concepts studied, since it favored the visualization of phenomena at the submicroscopic level and the experimental activities of "demonstration / open observation" collaborated for an analysis of the aspects of macroscopic level, so that the students were instigated to observe, raise hypotheses, question and reflect critically on the phenomena treated in the experiments.