Reflexões sobre o ensino de termoquímica no ensino médio a partir da análise de artigos da Química Nova na Escola

Abstract

The current conjuncture of society runs through the need to understand scientific knowledge without devaluing everyday knowledge. This need is perceived both in the speeches of chemical researchers and in the anti-scientific speeches that confront sciences, education and, consequently, social, cultural, environmental development. In this context, the focus of this research is the Teaching of Chemistry through Thermochemistry. How can the Teaching of Thermochemistry contribute to Scientific Literacy and Citizenship Training? The objective of the present investigation is: to understand how the Teaching of Thermochemistry can help human beings to understand the existential world with social, cultural, environmental awareness, proposing improvements and overcoming the problems that are presented to them. In this context, aspects of Scientific Literacy and Citizenship Training were discussed, as well as the curricular importance that values students' individualities, focusing on education for all. Based methodologically on the Discursive Textual Analysis, the articles of Revista Química Nova na Escola that address this theme were analyzed in order to identify the main didactic-pedagogical approaches, indications of learning problems, among others. With the selection of 20 articles, they were unified and categorized. In the teaching and learning process of scientific knowledge on this theme, some recurring difficulties were perceived, such as the undifferentiation of spontaneous and scientific concepts and the confusion between microscopic and macroscopic explanations. It was observed by the analyzes that several of these difficulties are linked to the Epistemological and Ontological Obstacles worked by Bachelard, as well as the overcoming of them is engendered in a context of expansion of the conceptual system. In this dynamic, in order to enable the teacher to assist in his teaching practice, a didactic-methodological guide was developed, as an educational product, in the parameters of interaction, dialogicity and constant communication between teacher and student in the teaching of thermochemistry.