Strategies for Teaching Chemistry

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Satnam Singh Fri, Mar 18, 2022 09:02 PM UTC

Strategies for teaching chemistry at medium

Professional and technological level present in scientific articles

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STRATEGIES FOR TEACHING CHEMISTRY AT MEDIUM
PROFESSIONAL AND TECHNOLOGICAL LEVEL PRESENT IN
SCIENTIFIC ARTICLES
ORIGINAL ARTICLE
CORREA, Marcia Lopes1, DIAS, Claudio Alberto Gellis de Mattos2, FECURY,
Amanda Alves3, OLIVEIRA, Euzébio de4, DENDASCK, Carla Viana5, FERNANDES,
Erlyson Farias6
CORREA, Marcia Lopes. Et al. Strategies for Teaching Chemistry at Medium
Professional and Technological Level Present in Scientific Articles. Revista
Científica Multidisciplinar Núcleo do Conhecimento. Year 06, Ed. 03, Vol. 07, pp.
113-123. March 2021. ISSN: 2448-0959, Access link:
https://www.nucleodoconhecimento.com.br/education/medium-professional, DOI:
Chemistry teaching is not such an easy task for teachers trained in contemporary
times. The process of updating your resume should be a constant in the profession.
The teacher needs to plan his classes with a language that can make it easier for the
Graduate Student in Chemistry Teaching at the Federal Institute of Amapá (IFAP).
Biologist, PhD in Behavior Theory and Research, Professor and researcher of the Chemistry Degree Course at
the Basic, Technical and Technological Institute of Amapá (IFAP) and the Graduate Program in Professional and
Technological Education (PROFEPT IFAP ).
Biomedical, PhD in Topical Diseases, Professor and researcher of the Medicine Course at Campus Macapá,
Federal University of Amapá (UNIFAP).
Biologist, PhD in Topical Diseases, Professor and researcher at the Physical Education Course at, Federal
University of Pará (UFPA).
Theologian, PhD in Clinical Psychoanalysis. She has worked for 15 years with Scientific Methodology (Research
Method) in the Orientation of Scientific Production of Master's and PhD students. Specialist in Market Research
and Research focused on the Health area.
Chemist, Master in Chemistry (UFPA), Professor and researcher of the Chemistry Degree Course at the Basic,
Technical and Technological Institute of Amapá (IFAP).
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student to understand the contents explained. One of the ways of working with
chemistry could be with the student actively participating in the process.
Agrochemicals are feasible topics to be mediated in this way and can potentially
increase students' interest in the discipline. This article aims to identify the strategies
for teaching chemistry at a high professional and technological level present in
scientific articles with the theme "pesticides". The methodology chosen for this study
was a qualitative approach centered on being concerned with reality. The
observation of this brief survey allows us to conclude that the teaching of chemistry in
high school groups can and must be related to the area of research and scientific
dissemination; there are several didactic tools that enable more assertive ways
related to teaching chemistry; and relating the content of chemistry to interdisciplinary
and specific subjects, such as pesticides, can help a better understanding of the
content of chemistry in high school students.
Keywords: High school, Chemistry, EPT, Agrochemicals.
Mediating the teaching of Chemistry is not such an easy task for teachers trained in
contemporary times, as Salgado, Passos and Ribeiro (2018) confirm that having
chemical knowledge is not enough to guarantee success in the teaching-learning
process, in the consensus that teaching it requires study, planning, patience. Zabala
(1998 apud Salgado et al. (2018) affirms that concepts cannot be learned if we
cannot understand the meaning of what is being built at that moment. In consensus,
teaching must guarantee meaningful learning for the student, thus enabling the
construction of their own concepts.
In this perspective for (Ribeiro et al., 2020) the teacher must be prepared for the
constant changes in the educational scenario. In this sense, the process of updating
your curriculum should be a constant in the teaching profession. It is worth
mentioning that this knowledge must be worked on in the classroom, and thus allow
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students methodologies that can increase their interest and stimulate their skills and
competences, even outside the classroom.
And given the current situation we are in, point out Santos and Schntzler (2010) with
frequent environmental problems and consequent health problems in the population,
it is extremely important that the teacher is willing to know the historical and cultural
context of the students, as only thus, it will be able to propose significant
methodological strategies, considering the local and cultural reality of these students.
According to Ribeiro et al. (2020) that the education of the student must be critical
and participatory, thus breaking with traditional education, thus making it possible to
improve their coexistence in the place and around where they live. Thus, Science,
Technology, Society and Environment (CTSA) becomes a strong tool.
Science, for Hodson (2018), is intrinsic and is defined as a distinct social practice and
is widespread in the political, economic and social environment, generating,
therefore, a great impact on its priorities and decisions.
Notwithstanding Sousa and Simões (2016) affirm that the teacher must be prepared
for the reality of the Brazilian educational environment and the constant changes that
the environment is subject to, on the premise of forming more and more conscious
individuals to live in society. In this perspective, the school must encourage the
teacher and contribute so that environmental education is inserted in the teaching-
learning process. It should also be noted that it must be part of the student
curriculum. That is, inserted in all disciplines, as the theme can be worked with
different contents and in different ways in the classroom (Leite, 2015).
For Santos and Schntzler (2010) the teacher needs to plan his classes with a
language that can facilitate for the student to understand the contents explained, in
the intention, that people learn in different ways, and in different contexts. According
to Chassot (2000) education must be engaged in the reality of the student, so that
they realize that it is present in the simplest situations of life, thus abandoning
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dogmatism and abstractionism, in the bias that Chemistry must have a universal
According to Moreira and Masini (1982), there are two types of learning: mechanical
and significant, in the significant the previous knowledge of the student is valued and
contributes to his learning process, making it possible to make the student more
interested, responsible and confident. The broader concepts are superimposed on
concepts with less power of extension. On the other hand, mechanical learning and
information is related in an arbitrary and impartial way in which the student behaves
as a passive and non-participant in the process.
One of the ways of working with chemistry could be by providing environmental
awareness in a dialogical way, where the student can actively participate in the
process. Agrochemicals are feasible topics to be mediated in this way, not to mention
that they can potentially increase students' interest in the discipline, and at the same
time, improve their relationship with the environment (Sousa and Simões, 2016).
Identify the strategies for teaching chemistry at the medium professional and
technological level present in scientific articles with the theme "pesticides".
The methodology chosen for this study was a qualitative approach centered on being
concerned with reality, although the research that comprises the locus is linked to the
quantitative, its nature is based on interpretation. For Moreira and Schittler (2016),
this approach focuses on being concerned with the explanatory medium of social
relations, from the students' perspective.
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In this way, the research is based on an exploratory bibliographic review, looking for
data in works already carried out that are printed in digital media and, thus, selecting
relevant studies for further discussion of the topic.
The data were collected on the Capes Periodicals platform and on the QNESC
magazine website, using the descriptors “Chemistry”, “Pesticides and Learning”
“Pesticides and Education”, and “Pesticides and Environment, covering the period
from 2010 to 2020.
Ten (10) articles were identified (Table 1) and five (05) were selected that met the
research scope (Cavalcanti et al., 2010; Braibante and Zappe, 2012; Sá-Oliveira et
al., 2015; Souza et al. , 2015; Mello et al., 2018; Pozzebon et al., 2018; Salgado et
al., 2018; Silva e Leão, 2018; Ribeiro et al., 2020; Vargas et al., 2020).
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Table 1 Shows the title of the identified articles, their authors, and the journals and
years in which they were published.
The first article entitled: Contradictions Present in the Perception of Secondary
Students of a State School in the Municipality of Campo Verde-MT on the topic of
Pesticides, with a qualitative methodology, had as main objective the elaboration of a
paradidical book on concepts of Chemistry and Biology. Articulates scientific
knowledge with phenomena present in the students' daily lives. The research was
carried out with forty-six high school students at the Escola Estadual Ulisses
Guimarães. The work presented satisfactory results on the subject under study, the
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authors say, but it was observed that the students had contradictions in their
perceptions about the theme.
The study entitled: Method of Problem Solving in High School: an interdisciplinary
proposal addressing the pesticide theme and aimed to investigate the forms of
didactic sequence carried out to learn conceptual and attitudinal contents related to
environmental issues and with qualitative methodology. It was developed with thirty-
five students from the 3rd year of high school. The results showed that there was an
increase in students' awareness of the topic addressed and the consequences that
these agrochemicals can cause to human and environmental health.
The research on the theme of Pesticides in Chemistry Teaching: a contextualized
proposal through a didactic game aimed to investigate the potential and advantages
of applying a didactic game for teaching Chemistry with the pesticide theme, as a
strategy for teaching students from a public high school, with a quantitative approach.
The results of the studies proved to be satisfactory, and the researchers also ratify
that the application of a didactic game with this theme contributes to a more
significant learning and helps in the theoretical-practical articulation.
The work entitled In Judgment, the Use of Pesticides: strategy used to teach
chemistry to students in the 3rd year of high school in a rural school aimed to
describe the simulation of a jury on the use of pesticides as a teaching method in
chemistry. It used a qualitative approach and reports of experiences. With the
development and execution of the research, the studies showed positive results, on
the premise that the involvement of students and the search for information were
extremely valuable for the construction and understanding of the subject in question,
based on the reality of the citizen who lives in the countryside.
The research with theme: The Use of Tics in the Development of the “pesticide”
Theme: a quiz as a pedagogical support tool consisted of reporting an activity
developed and applied by scholarship holders of the Institutional Program for
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Teaching Initiation Scholarships (PIBID), with emphasis on the importance and
effectiveness in using technology as a pedagogical resource through the Quiz
Agrotóxico game. The methodology used was through games using technologies
made in PowerPoint software. With the conclusion of the activities, the results were
satisfactory, as the studies found the importance of technologies as a means of
access and reinforcement in the content explained.
The research entitled Environmental Education in High School: preservation,
awareness and search for knowledge had the purpose of addressing environmental
education for high school in a school in Itaqui- Rio Grande do Sul. Its goal was to
stimulate awareness, preservation and search for knowledge with a qualitative
methodology with the organization of technical and educational lectures for students.
The results showed that 34% to 56% did not know the topics and 95% to 100%
demonstrated that the community had no knowledge on the subject “environmental
problems that affected the region”.
The study whose theme is Pesticides: a Thematic for the Teaching of Chemistry
aimed to describe an intervention that was developed with students of the 1st, 2nd
and 3rd year of high school. With a qualitative approach, the work involved students
in the construction of concepts of Chemistry with the pesticide theme. The strategies
were divided into different moments, namely: visualization of images, survey of
students' previous conceptions, study of the environment, seminars, readings,
interpretation and discussion of texts, integrated panels, group work and
experiments. The results of the investigation showed successful results because,
with the more active participation of the students, it was more beneficial to the
evaluation, promoting, in this way, a greater participation and socialization of the
ideas, thus allowing the student to act significantly in the construction of learning.
The investigation with the theme: Educational Proposal Using the RPG Maker Game:
Environmental Chemistry Awareness and Learning Strategy aimed to propose a
learning object based on the RPG Maker, which is an educational software, as a way
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of raising awareness and improving the teaching of Chemistry for high school
students. The authors chose to do a case study on the subject, applied in two third
year classes of high school. The results showed that the software made the work of
the teacher more interesting and, with regard to the students, it was observed that
the tool became a great strategy for the teaching-learning process, as the class
became more dynamic, interactive and interesting, noting signs of a more reflective
posture on the part of the students.
The article on the theme: Agroecology in the Perception of High School Students
from Four Public Schools in the City of Macapá-Amapá aimed to verify the
environmental perception of students in the 3rd year of high school in four state
public schools and a qualitative approach and quantitative. With the execution of the
research, the results showed that most students did not even know the topic of
agroecology, but that somehow they performed such practices, even without knowing
it. It was found that a portion of the interviewees had no interest in the subject in
question, as well as its consequences for the environment and people's health. A
greater concern with soy planting in the region, deforestation and the use of
pesticides in plantations was also identified in a greater part. They concluded,
therefore, that most of these schools do not work agroecology and do not spread
agroecological philosophy.
The study with the theme: Chemistry of Pesticides aimed to describe the history of
pesticides, relationship with the discipline of Chemistry, as well as its consequences
for the environment and for the worker using a qualitative methodology. Based on its
results, it guides the teacher to use the theme in his classes, thus using different
strategies that can contextualize the teaching of Chemistry to Pesticides that can be
worked on in all grades of high school.
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The education and training of teachers is intrinsically related to the current
educational scenario. In the bias, that the use of themes that are related to everyday
life can be a significant foundation in the learning of students. It is also emphasized
that educators help to write the country's history and that in a way they are decisive
in building future scientists. Thus, we must make teaching a language that can favor
students' understanding of the world (Chassot, 2000).
It was observed that five of the ten researches (articles 3, 4, 5, 7 and 10) (Table 1)
selected correlated the theme studied in their methodological practices, and with
regard to unselected works it was noted that even citing the teaching of Chemistry in
some points of their research, what was observed was that during the execution of
their studies they did not relate in their methods.
In study 03, which involved concepts of chemistry and the environment, through the
theme of pesticides, contents were introduced that are worked on in chemistry
classes, for example, nomenclatures of the molecules present in pesticides (Mello et
al., 2018). This correlation is important because there seems to be few studies
correlating chemistry with the resolution and prevention of environmental problems
(Leal and Marques, 2008).
Regarding research 04, the simulation of a jury on the use of pesticides in the
perspective of teaching chemistry to third year students at a rural school was a
strategy that made it possible to discuss concepts such as the structure of the
substances present in pesticides (Silva and Leão , 2018). Teaching using the
correlation of everyday life seems to have a greater effect on the acquisition of
knowledge in the area of natural sciences (Carmo et al., 2021).
Study 05 reports a learning method that was the use of TICS through a game called
QUIZ through the power point software, addressing discursive chemistry issues
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present in the National High School Exam (ENEM) (Vargas et al., 2020 ). Students
who intend to enter Brazilian higher education use this exam. Therefore, teaching
that uses questions like this can increase the allowances for the student to succeed
in entering the third grade (Gortz et al., 2021).
Work 07 addresses a didactic intervention involving the theme pesticides and the
content of teaching chemistry as acids, bases, and organic functions. This seemed to
involve students in building their own knowledge (Cavalcanti et al., 2010). Didactic
interventions are instruments that increase the contextualization of subjects and,
consequently, the apprehension of knowledge, being used in several components of
teaching. (Bedin, 2019).
Article 10 describes the history of pesticides, correlating the theme with the teaching
of chemistry in the first, second and third years. A table of contents was organized
that the teacher can use to teach, associating the theme addressed to chemistry
(Braibante and Zappe, 2012). Studying this history helps to deepen the
interconnection of pesticides, a chemical product, and considerations about its
influence on the environment. Scientific appropriation gives the student the structure
to understand the consequences of its use and the possible ways of sustainable use,
even in small environments such as home (Moraes et al., 2011).
The observation of this brief survey allows us to conclude that:
- The teaching of chemistry in high school groups can and must be related to the
area of research and scientific dissemination;
- There are several didactic tools that enable more assertive ways related to teaching
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- Relating the content of chemistry to interdisciplinary and specific subjects, such as
pesticides, can help a better understanding of the content of chemistry in high school
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Sent: March, 2021.
Approved: March, 2021.
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