Uma sequência didática experimental para o ensino de misturas homogêneas e heterogêneas

Abstract

This study aims to evaluate the impact of an experimental and contextualized didactic sequence on the teaching of homogeneous and heterogeneous mixtures, using the Three Pedagogical Moments as a methodological basis. The research, qualitative in nature and classified as action research, was conducted at Centro Educa Mais Paulo VI, involving 40 first-year high school students. The project was submitted to the Plataforma Brasil under the CAAE number 86357325.4.0000.5554, in accordance with opinion no. 7.413.797. The proposal sought to integrate theory and practice through experimental activities using accessible and everyday materials, promoting meaningful learning and the development of investigative and critical skills. Data were collected through questionnaires applied before and after the intervention, concept maps, and observation records. Data analysis was carried out using Discursive Textual Analysis. The project notably contributed to improving students’ understanding of mixture concepts, as well as increasing their interest and engagement in learning Chemistry. The main findings indicated an evolution in students' comprehension of homogeneous and heterogeneous mixtures, with an increase in the number of correct answers in the post-test and greater participation in experimental activities