Estratégia didática para alunos surdos: estudo dos modelos atômicos no ensino de ciências

Abstract

In relation to the current education system, the difficulty in finding alternative chemistry/ science teaching methods for deaf / hearing impaired students has motivated the development of actions aimed at teaching the basic contents of the discipline. Due to these facts, many educators have been thinking about new methodologies in order to help deaf / hearing impaired students. In this sense, we will present the concept of didactic sequence involving atomic models, content present in the curriculum of the ninth year of elementary school. Using data collection tools as a questionnaire, the research in question is essentially qualitative and quantitative. Some teaching resources were used, such as a playful game called “Atomic Trail” and a practice involving low-cost materials (clay modeling clay). This method was developed aiming at the difficulties that deaf / hearing impaired students have in the first years of high school. It is in the context of chemistry that these difficulties intensify, and the deaf student's learning takes longer, as he ends up not receiving the same amount of incentives as a hearing student. Based on the positive results regarding the use of experimental strategies and didactic games, deaf students correctly understood scientific concepts. Therefore, it has become a good choice to minimize difficulties encountered in the process of teaching and learning about the content of atomic models.