Sequências didáticas interdisciplinares: trilhando caminhos para a compreensão de conceitos químicos

Abstract

Chemistry is considered to be difficult for many students to understand, as the understanding of the concepts takes place at the submicroscopic level, therefore, it is abstract. This becomes a challenge for both students and the teacher when addressing the content. In this matter, this research aims to investigate how the preparation and application of interdisciplinary didactic sequences, by a Chemistry teacher in Freshman year of high school, can help the process of teaching and learning chemical concepts which were considered as the most difficult to be understood by the students and explained by him. Hence, the teacher classes at a school in the countryside of Minas Gerais prepared and applied interdisciplinary didactic sequences, one for each bimester, using experiment, exercises, presentation of papers through previous research on the subjects, among other methodologies. Interdisciplinarity was thought of in order to show students a broader view of chemical concepts based on their interaction with other subjects present in the high school curriculum, which would arouse interest and encourage student participation. The choice of contents was based on a survey carried out first using four tools, which the students and the teacher indicated the understanding of greater understanding and approach. Even though it is a challenge for the teacher, the results indicated that there was an improvement in teaching practice and greater security in the approach to content using other subjects. In addition, the interest and participation of students is also accentuated during the application of interdisciplinary didactic sequences. Therefore, the teacher stated the desire to reapply them on other occasions.