A experimentação no ensino de química: reflexões a partir dos trabalhos do ENEQ

Abstract

This monograph addresses the theme of experimentation in teaching chemistry. We started with the following questioning: how is experimentation in high school chemistry debated at the National Meeting of Chemistry Education (ENEQ) in the period from 2012 to 2018?. Included in this study were theoretical discussions and dialogues on experimentation in teaching subsidized by Chassot (2003), Trevisan (2008) and Maldaner (2003). The general objective was to analyze the studies related to experimentation in high school chemistry. To achieve this general objective, we discussed the way experimentation is worked on in high school chemistry and analyze how experimentation is discussed in the articles published in the thematic axis Experimentation in Teaching in ENEQs from 2012 to 2018. The corpus The study was composed of the minutes of the ENEQs as documents forged by researchers, professors and scholars in the field of chemistry education. In the analysis within the theme, it was found that of the 106 selected works, 27% contemplated the approach of experimentation by demonstration, 21% by verification and 52% by investigation. The study requires continuing investigation of experimentation in teaching chemistry to understand the effectiveness of each experimentation approach in the high school context.