A importância da experimentação no enfoque demonstrativo no processo de ensino-aprendizagem do conteúdo de eletroquímica de forma contextualizada.

Abstract

The lack of contextualization from the historical, cultural, economic and technological point of view, as well as the lack of experimentation in the classroom, often due to lack of structure and laboratory in schools, have been some of the many problems faced in teaching chemistry. Thus, the use of contexts that interact with the student's reality can significantly contribute to the learning of scientific concepts. Therefore, the objective of this research was to analyze the use of experiments with a demonstrative approach in the teaching and learning process of electrochemistry in a contextualized way. The development of this research took place in the third year class of a reference school located in Paulista/Pernambuco, with the participation of 35 students. The didactic sequence used was divided into 5 moments, distributed in 5 classes and three modalities used as data collection instruments were applied. When the observers' responses occurred, there was a high rate of correct answers in questions related to technological, social and environmental contexts, as well as in relation to content and electrochemistry, however, most arguments were not present about the scientific content. The obtained results proved the importance of working the electrochemistry content from a contextualized practice. The results obtained highlight the importance of working with the electrochemical content from the demonstrative approach in a contextualized way, showing a relevant alternative to help the understanding of the content by the student in contexts that influence the reality of the students, such as technological, social and cultural conceptions that brings meaning to the learning of scientific concepts.