EXPERIMENTATION AS A PROMOTER OF LEARNING OF THE CHEMICAL REACTION CONCEPT IN THE NINTH YEAR OF FUNDAMENTAL EDUCATION

Abstract

This article is the result of the pedagogical intervention of Supervised Internship III of the Chemistry Degree course at Instituto Federal Catarinense Campus Araquari. It had as main objective to approach the chemical concepts referring to the study of chemical reactions, using the investigative experimentation and the elaboration of videos by the students of the 9th year of Elementary School. The problem question that guided the pedagogical intervention was: How does investigative experimentation favor the teaching and learning of chemical concepts related to the study of chemical reactions by 9th grade students? Initially, initial proposals were given in order to identify the students' prior knowledge, then the representation in the form of drawings of the meaning of chemistry was requested. In sequence, the students carried out investigative experiments related to the chemical reactions theme, which enabled discussions on the theme. Afterwards, explanations about the conceptual contents that involved the topic of chemical reactions were presented and discussed. As evaluative instruments, students prepared reports on the experiments carried out and the production of a video that explained an experiment related to the theme. Finally, they answered some final propositions, which demanded positions regarding the daily aspects experienced by the students and made evaluations about the classes developed by the licensee. Through the results obtained, it was noticed that most students were able to relate their daily lives to the scientific concepts developed in the classroom. It was noticed that the students had not experienced and experimented in science classes, which provoked feelings of motivation and innovation, positively influencing their engagement with the activities proposed by the graduate student. It was also possible to note the recognition of the importance of studying chemical reactions and acquiring new knowledge. The experiences made possible in the pedagogical intervention proved effective both in teacher training and in promoting learning for those involved in this process.