Autores
Macedo, M.F.S. (IFTO CAMPUS PARAÍSO DO TOCANTINS) ; Viroli, S.L.M. (IFTO CAMPUS PARAÍSO DO TOCANTINS)
Resumo
The fragmented, decontextualized teaching of chemistry, absence of experimental
activities, mechanical learning is the reality in some Brazilian schools. The
study sought answers to the difficulties presented in the discipline of
Chemistry by high school students in state schools. The elaboration of the work
took place in three state public schools located in the municipality of Paraíso
do Tocantins. As an instrument for collecting information, a questionnaire with
closed questions was used. According to the survey carried out in schools,
calculations and application of mathematical content, difficulty concentrating
when studying, lack of practical classes and difficulty in interpreting
questions are identified as the main difficulties in the learning process in
chemistry.
Palavras chaves
Decontextualization; Experimentation; Mathematical calculations
Introdução
The fragmented, decontextualized teaching of chemistry, memorization of rules
and laws, absence of experimental activities, lack of interest in the content
taught, mechanical learning, an illusory view of science is the reality in some
Brazilian schools (LIMA; MARCONDES, 2011). The content taught in a
decontextualized way makes it difficult for students to understand the meaning
of what they study, which can arouse disinterest and demotivation, making it
difficult for individuals to exercise citizenship and develop each person's
potential (LUZ et al. 2019; SANTOS et al, 2019). Students who do not feel
motivated or understand the need for teaching chemistry, but also have
difficulties in: concentrating on studies, such as calculations and
interpretation (BELO et al., 2019) Students have difficulties in learning and
understanding the contents of the Chemistry discipline, as some teachers teach
traditional classes without contextualizing the content and lack of
interdisciplinarity, generating in students a great lack of interest in
chemistry, as well as difficulties in learning and associating the content
taught with everyday life (XAVIER et al, 2022). In this way, it is necessary to
search for alternatives that transform mechanized teaching, where the student is
no longer a listener of information and becomes an agent in the learning
process, since the practice of teaching provides experience in which it is
possible to contextualize scientific concepts (TAVARES et al, 2019). Therefore,
the objective of the study was to search for answers to the difficulties
presented in the contents of the Chemistry discipline presented by the students
of the 2nd year of High School from three state schools in the Municipality of
Paraíso do Tocantins.
Material e métodos
The study carried out was of a quantitative nature, which aims to convert the
research data into numbers and percentages, quantify them and convert them into
objective information (LÜDKE; ANDRÉ, 2013). The elaboration of the work took
place in three (3) state public schools located in the Jardim Paulista, Pouso
Alegre and Setor Oeste neighborhoods in the municipality of Paraíso do
Tocantins. As an instrument for collecting information, a questionnaire with
closed questions was used. Google Forms was used as a data collection instrument
with the following questions: What grade are you enrolled in? Do you feel
motivated to study Chemistry? How do you classify the learning of the subject of
chemistry? What is (are) the difficulty (s) that prevent you from learning in
the subject of chemistry in high school? The form was sent via Google Forms link
in WhatsApp groups, with 100 questionnaires answered by the students
participating in the research during the Supervised Curricular Internship II, in
the first semester 2022, by the academics of the 5th period of the Degree in
Chemistry to the 1st, 2nd and 3rd year students from the three (3) state schools
to help develop a profile of difficulties in learning the chemistry content
taught by teachers in schools. In order to verify if there was a significant
difference between the research and the results found by Bastos et al. (2017),
Noronha et al. (2018), Santos et al. (2019) and Tavares et al. (2019) analysis
of variance (ANOVA) was applied and the Tukey test at a 5% significance level
was applied to the means of the response variables.
Resultado e discussão
According to the results shown in graphs 1, 2, 3 and 4, 43% of the students
interviewed are enrolled in the 1st Grade, 25% are enrolled in the 2nd Grade and
32% are enrolled in the 3rd Grade. Graph 2 informs that 65% of the students
interviewed are not motivated to learn chemistry, while 35% feel motivated to
study chemistry. Graph 3 clarifies that 49% classify learning in the chemistry
discipline as average, 38% as difficult and 6% as easy. Regarding difficulties
that prevent learning in chemistry in high school, graph 4 indicates that 24%
cited calculations and application of mathematical content, 20% difficulty
concentrating when studying, 19% lack of practical classes, 14% interpreting the
questions, 12% complex content and 11% claim that the teacher leaves something
to be desired in explaining the content. There was no significant difference (p
> 0.05) between the results found in the questionnaire and the authors
mentioned. Bastos et al. (2017) highlight those students do not like the subject
of chemistry because of its difficulty in understanding, lack of motivating
teaching strategies and lack of experimental activities. Santos et al. (2019),
cite the mathematical basis and attention deficit as the greatest difficulties
in learning chemistry. According to Tavares et al. (2019) the complexity of the
content, methodology applied by the teacher, basic knowledge of mathematics and
attention deficit are the main learning difficulties pointed out by students.
According to Noronha et al. (2018), the methodology used by the teacher is a
reason that influences the increase in difficulties, as they end up emphasizing
the memorization of formulas, prioritizing calculations and devaluing the
experimentation and construction of students' scientific knowledge.
Conclusões
According to the survey carried out in schools, the calculations and application
of mathematical content, difficulty in concentration when studying, lack of
practical classes and difficulty in interpreting the questions are pointed out as
the main difficulties in the learning process in chemistry, and this knowledge is
important in all curricular components, so there will be a need for new teaching
strategies that contribute to arouse students' motivation and interest in the
discipline of chemistry
Agradecimentos
To God, to the IFTO Paraíso do Tocantins campus
Referências
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