Metodologias ativas no ensino de modelos atômicos na 1ª série do ensino médio no CEM Paulo VI, São Luís/MA.

Abstract

This study aims to evaluate the impact of an innovative didactic sequence in the teaching of atomistics, and to this end, it uses active methodologies as a pedagogical basis. The research, of a qualitative nature and classified as action research, was carried out in a state school in Maranhão and involves students in the 1st year of high school. This proposal seeks to promote meaningful learning, develop investigative skills, stimulate logical reasoning and connect concepts to the students' daily lives. Data were collected through questionnaires applied before and after the intervention, observation records and analysis of students' productions. The analysis was carried out based on Content Analysis. The pedagogical intervention, composed of practical, experimental, playful activities and construction of physical models, provided students with a more concrete and meaningful understanding of atomic models, in addition to increasing interest and engagement in Chemistry classes