Recursos visuais e audiovisuais como facilitadores da aprendizagem significativa de conceitos iniciais de química

Abstract

Chemistry is the science that studies matter and its transformations, important for understanding the world around us, being present from the simplest phenomena to the most complex technological processes. However, there is a gap between the understanding of Chemistry in everyday life and its perception as a difficult, abstract discipline disconnected from reality by many high school students. Based on the experiences of Supervised Internship I, it was possible to observe the learning difficulties in Chemistry among students, which were generally aggravated by the persistence of a traditional teaching model, centered on the figure of the teacher and the memorization of content. In this context, this work aims to investigate meaningful learning in Chemistry teaching through the development and application of a didactic sequence (DS) based on David Ausubel's Theory of Meaningful Learning, using visual and audiovisual resources. In this way, it is possible to evaluate how these materials act as advance organizers in the construction of initial Chemistry concepts in 1st-year high school students. The methodology adopted was qualitative and interventional in nature, developed in a public school in the city of Porto Seguro - BA, in two 1st-year classes, involving the application of a structured learning sequence in six meetings. The proposal used elements of pop culture, such as the Harry Potter saga, cartoons, and experiments to create cognitive bridges between the students' daily lives and scientific knowledge. The application of diagnostic questionnaires and intervention activities revealed that, although the students had gaps in historical and theoretical knowledge, the inclusion of visual and playful resources promoted active participation, facilitating the transition between the macroscopic, submicroscopic, and symbolic levels of Chemistry. Therefore, the use of visual and audiovisual resources, when well planned and mediated by the teacher, is effective in breaking with the traditional teaching model, making learning more meaningful, attractive, and capable of transforming the student's perception of chemistry.