Sequência didática investigativa em aulas experimentais no ensino médio de química para compreensão do termo extração e os fatores que ocorrem durante a destilação por arraste a vapor aplicando o padrão argumentativo de Toulmin

Abstract

This research focuses on the scientific arguments in a sequence for teaching investigative using experimentation in chemistry class, with the aim of promoting the construction of scientific knowledge about a problem situation, from the schemes of assimilation, accommodation and equilibrium mentioned in the work of Jean Piaget. Thus, to obtain the components of lemongrass oil were used to contextualize the Intermolecular Forces of oxygenated organic compounds, classified as aldehyde group by means of a simple extraction method, low cost, with a good income, which consists in the steam distillation, replacing classical extractors in order to develop in students the scientific argument about the term extraction and factors that occur during the distillation process. The didactic sequence from the investigative activity provides an experimental environment where the student develops the skill of argumentation. Thus, the trial contributes in the investigative process of teaching and learning from the interaction between subject and object. To subsidize the lessons applied, was watching the National Curricular Parameters (PCN), in which the student must acquire some skills and competencies in the areas of Science Teaching. Data analysis was performed using the Standard for Argumentative Toulmin (TAP). It was observed that groups 1 and 2 have analyzed whole argument based on the formula minimal (data / explanation / conclusion). In group 1, the backing was observed (B), in which knowledge is based on common sense. In group 2, there was the modal qualifier (Q) that is an argument that supports the conclusion. Thus, the survey showed satisfactory results with the model applied.