O ensino de química orgânica por meio de uma UEPS mediada por tecnologias digitais e contextualizada com ciência forense

Abstract

Having in mind that a lot has changed these days and knowing that technology has advanced in a way that it can be used in favor of education and is present in the everyday life of our students, it is the teacher’s responsibility to transform this tool as an ally in the Chemistry teaching. This way, it is believed to be possible to work with the expected Chemistry subjects in a more attractive and contextualized way, creating alternatives to think of a teaching proposal that establishes a relationship between life and science. In a way of contextualizing the contents of Functional Groups approached in the Potentially Meaningful Teaching Unit (UEPS), Forensic Chemistry was elected due to the constant difficulty of the students in associating this content in their everyday life, as well as the great interest of shows involving chemistry contexts. From what was mentioned, the current research is guided by the following question: in which way can a UEPS contribute to the Functional Groups teaching in a forensic science intermediated by digital technologies? Trying to answer this question, the goal of the research consists in developing a UEPS for the study of the contents in Functional Groups contextualized by means of Forensic Chemistry, for students of the third year of High School. However, during this complicated pandemic of Covid-19, it was observed that the teachers who were used to administering conventional lessons needed to reinvent themselves, adapting their lessons to new technologies to hold lessons and activities online. It is more than ever necessary to involve the technologies in the process of teaching-learnnig and provide conditions and elements necessary so that Chemistry teachers can interact with digital technologies in the scholar curriculum, promoting a simplification when learning Chemistry. For the implementation of the present UEPS - educational product - 16 online meetings were necessary, which occurred on the platform of Google Classroom with 12 students of the third year of High School of a public school. To investigate the relevance of UEPS, a study based on qualitative research was developed, taking as an instrument for data gathering: survey questionnaire, a logbook of the researcher teacher and material made by the students during the didactic intervention. The results pointed out that the systematization of UEPS permeated by the usage of the digital technologies allied to the contextualization by means of Forensic Chemistry is a great tool of teaching, providing meaningful learning to the students and making the lessons become more attractive and interesting, improving the teaching-learning technique during the pandemic. The educational product associated to the present dissertation is about a supporting material for Chemistry teachers, in the form of UEPS for the approach of the Functional Groups content, in the third year of High School. The didactic material is available for download on: <http://educapes.capes.gov.br/handle/capes/602214>.