ATIVIDADES EXPERIMENTAIS INVESTIGATIVAS E A MOTIVAÇÃO PARA APRENDER QUÍMICA: UMA PERSPECTIVA COM ESTUDANTES DO ENSINO MÉDIO

Abstract

Motivation for acquiring knowledge is fundamental for students to actively engage in the learning process. In this sense, investigative experimentation in chemistry classes can spark students' interest in learning chemistry, considering that the main difference between verification and investigative activities is the construction of theory from a problem situation, while verification focuses only on checking the result. However, this motivation proves to be complex and multifaceted, depending on several factors. Self-Determination Theory (SDT) provides a solid theoretical foundation in the educational field for understanding motivation in the learning process. In chemistry, where the content is often seen as "difficult" or "abstract," SDT offers a way to transform controlled motivation (studying only to get a grade) into autonomous motivation (studying to understand the phenomenon). This motivation is influenced by three psychological dimensions: autonomy, competence, and belonging, and can be classified based on intrinsic and extrinsic factors. In the school context, this motivation is differentiated by the student's level of involvement in the proposed activity. When a student asks questions about what is being discussed, it indicates that they are involved out of personal interest in the activity (intrinsic factors). Autonomy is linked to the desire to have control over one's own decisions and actions, and is directly connected to intrinsic motivation. Competence refers to the ability of a human being to face challenges with skill and effectiveness, involving their perception to intrinsically achieve their goals with a feeling of accomplishment; and, finally, belonging is related to the desire to feel part of a social group, with positive experiences and life events in the environment in which they find themselves. In this sense, this qualitative research aims to analyze whether the involvement of students in investigative experimental activities influences their motivational profile. The theoretical and practical activities were developed in the discipline of chemistry and experimental practices, covering the themes proposed by the National Common Curricular Base (BNCC), with the aim of promoting motivation for learning chemistry. The educational product is an e-book consisting of three investigative experimental activities with a script for the teacher and the student. The data collection instruments were two opinion questionnaires, and the data were analyzed using the Content Analysis technique. As a result, a significant decrease in demotivation was obtained (impersonality); An improvement in regulation was identified, indicating that students began to recognize the importance of the subject; and an increase in intrinsic motivation. This signals that investigative experimental activities positively influenced students' motivation for learning Chemistry. Finally, it is hoped that the results of this research will contribute to new debates on the importance of experimental activities in motivating students to learn Chemistry.