A experimentação no ensino de química: uma proposta para o desenvolvimento de atividades práticas investigativas

Abstract

The present study aimed to investigate the use of experimental activities with investigative approach by teachers of Chemistry of the state network of schools of the city of Anápolis - GO. The research used the qualitative approach with 58 (fifty-eight) teachers who teach classes of chemistry for Middle School. Two instruments were used for data collection: a structured questionnaire that aimed to trace the profile of teachers and gather information about the realization of experimental activities, resources used, difficulties encountered, and a focal group next to a subsampling these teachers who sought to raise awareness about the experimentation with investigative approach and opinion about the strengths and weaknesses of this approach. The obtained data contributed to the preparation of a "Guide to investigative Experimental activities for the teaching of chemistry". It was obtained with the application of the questionnaire that the majority of didactic resources used are traditional, as handouts and textbooks, with wide use by educators, the internet and experimentation. It was evident that the use of experimentation is already a reality in everyday life at school, but the experimental model adopted is what follows the ' Revenue ready', in which the results are predictable and used to prove a theory. Obtained, it should be noted that there are several difficulties encountered by educators who have emphasized the lack of material, pedagogical support, training, inefficient and lack of laboratories, being that all of these factors cause a weakness for the use of experimentation in chemistry classes. It is concluded that the teaching of chemistry in the public schools of Anápolis lacks the diversification of resources and teaching strategies by various factors, and that, although the experimentation as a teaching resource is used its purpose has been to demonstrate the theories. The investigative approach is little used, and it is necessary to circulate it among teachers as a teaching strategy which is already consolidated in the literature by bringing better results and more significant for the learning of Chemistry.