A química forense como tema contextualizador no Ensino de Química

• Ano de defesa: 2020
• Autor(a) principal: Santos, Fábio Rocha dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Programa de Pós graduação em Mestrado Profissional em Ensino de Ciências e Matemática; Cruzeiro do Sul
• Palavras-chave em Português: Contextualização; Química forense; Aprendizagem; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/808

High school students generally have difficulty learning chemistry content because they cannot understand the meaning and applicability of what they are studying. One of the proposals with possibility to change this scenario is the teacher to develop contextualized classes based on topics that are of interest to the student. Among these themes is forensic chemistry because, due to its presence in the media in several TV series and news, it is believed to have a language that dialogues and arouses interest in scientific knowledge. Thus, the question that led to the development of this work arose: Does teaching chemistry using forensic chemistry as a contextual theme lead to a significant learning of chemistry contents? To answer this question, this study was developed to investigate the use of forensic chemistry as a contextualizing theme in the meaningful learning of chemistry contents. The research was developed in the first semester of 2019 and was attended by 24 students of the technical high school in chemistry of the Foundation Institute of Social, Cultural and Economic Research (FINPEC) located in Cotia - SP. It was developed from the application of a series of activities planned in eight stages that included 14 50-minute classes. As for the research approach, qualitative action research was used, and based on an alleged “crime”, the students performed a series of experiments in forensic chemistry: DNA extraction, Coal fingerprinting and iodine, breathalyzer test, footprint development and airbag simulation, as well as watching thematic videos and answering three evaluative activities (pre-test; posttest 1; post-test 2) and an opinion and conception questionnaire. The results showed that students understood more easily the contents approached with the theme presented, there was greater involvement, interest and motivation of students during the activities. Thus, it was concluded that forensic chemistry as a contextualizing theme contributes to overcoming obstacles in the learning of concepts, enhancing and favoring meaningful learning.