EXPERIMENTAL CLASSES IN THE TEACHING OF CHEMISTRY

Abstract

The teaching of Chemistry in the context of Basic Education has been the subject of frequent discussion among teachers and researchers, especially with regard to the lack of motivation of students to learn the contents of the discipline, considered by the vast majority of students as abstract and difficult to understand. In this scenario, many studies show that experimental classes can play a crucial role in improving the teaching and learning process of this subject. Thus, the objective of this research was to investigate how teachers and students evaluate the experimental class in the face of the learning of these contents. We developed this investigation based on an internet survey of articles related to the theme. After previously analyzing several works, five of them were selected. Then, we carefully read each one of them and, based on some reflections in the light of the thought of several scholars, we prepared the final report of the research. The articles describe activities developed by teachers, and which were applied with Chemistry students, both from elementary schools and from licentiate schools. They present, as their main focus, the realization of experiments that enable students to observe chemical phenomena, raising questions and reflections. In two of them, the relationship of the experiments with the theme Science, Technology, Society and Environment is highlighted, which considerably stimulates the participation of students. In each article, the authors highlight the contributions that conducting an experiment can bring to improve the teaching of Chemistry in Basic School. The methodology used by the authors to evaluate these contributions ranges from the application of questionnaires before and after the experiment, to debates and discussions promoted throughout the development of the activity. According to the authors, in addition to arousing students' interest in chemical content, improving learning, the experimental approach makes the subjects of the discipline more concrete and less complicated, which contributes to a more conscious and participatory citizenship education. Concluding the results and discussions, we present our testimony, as a high school and undergraduate student in Chemistry, about the experience with chemical experimentation as a pedagogical strategy. In order for the teaching of Chemistry to acquire a more practical character, it is urgent to invest in adequate infrastructure, quality materials and equipment, as well as teacher training aimed at preparing professionals capable of developing experimental activities.