DESENHO METODOLÓGICO PARA O ENSINO DA QUÍMICA DOS SOLOS: UMA PERSPECTIVA DE APRENDIZAGEM ATIVA

Abstract

The teaching of chemistry is still introduced in a decontextualized and fragmented manner, thus arising little interest in most students. Seeking a rupture with this context, constructivist learning theories propose to build new knowledge by integrating it with background knowledge in a dynamics in which students participate actively in of knowledge construction. Active methodologies are based on the constructivist theory by opposing the traditional method of teaching, focusing on the student as the protagonist of their learning. In this sense, our research goal was to produce and implement a methodological design to investigate the meaningful learning of chemistry content by using the inverted classroom model (ICM) associated with comics (HQ) and Digital Information and Communication Technologies (DICT). For such a purpose, a website was created as a virtual learning environment to organize and gradually provide the chapters of the educational product, the e-book – Soil Chemistry: An Active Learning Perspective, as prior material for individual study by the students. In the scope of this topic, we developed three comics to be addressed in the classroom. This is a pedagogical intervention-type qualitative study based on the principles of Design-Based Research (DBR). The research included 28 students at the first year of high school from a public school in the city of Rondonópolis – MT. The data collection instruments of questionnaires and diagnostic evaluation were applied in the first step. The analysis of the results shows that despite the difficulties generated by the pandemic, the Methodological Design on Soil Chemistry developed through ICM associated with comics and DICT benefited the meaningful learning of the concepts of chemistry. In addition, the comics made the classes more attractive and motivated the students' interest in presenting the solution to the problems introduced.