Ensino de geometria molecular para alunos com e sem deficiência visual por meio de modelo atômico alternativo

Abstract

The inclusion of students with special needs in ordinary classrooms is happening, in general, with little learning for these students. For blind students, besides the lack of trained teachers, lack of suitable materials is greatly responsible for this problem, particularly in teaching Chemistry. Considering that the knowledge acquired by blind students should be identical and the same level of the sighted students, and Vigotsky theory as support, instructional materials and didactic sequences that could contribute to learning concepts related to molecular structure, in the current context of inclusion, was developed. The research was qualitative and involved sighted students of the thirtieth year of the high school and students with visual impairments. The materials and the didactic sequences proposed have shown efficient to promote learning of these concepts.