THE HISTORY OF CHEMISTRY AS A MOTIVATING INSTRUMENT IN THE TEACHING-LEARNING PROCESS OF CHEMISTRY IN FIRST-YEAR HIGH SCHOOL CLASSES

Abstract

The approach to the history of chemistry in high school often boils down to simple descriptions of dates, figures, and discoveries, leading students to distorted views of the scientific method and mythical ideas about science. This project aimed to determine whether a planned approach to this topic can make chemistry classes more challenging and reflective, thus allowing for greater student engagement with conceptual content, fostering the construction of knowledge and the effectiveness of the teaching-learning process. To achieve this, the research employed a contextualized and targeted teaching approach, prioritizing the historical-philosophical aspects of science in the learning process. This fosters the development of a critical and pioneering perspective, allowing students to engage closely with the content learned, with a view to applying what has been learned and, as a result, transforming knowledge. The project was implemented at the Nelson Serejo de Carvalho Teaching Center and involved participant observation by the academic/researcher. The research was conducted in two first-year high school classes and was exploratory in nature, with both a qualitative and quantitative approach. Data analysis included responses to open-ended and closed-ended questionnaires, observation records, and class notes.

DOI: https://doi.org/10.56238/edimpacto2025.045-002