Livro didático e a experimentação no de química

Abstract

The Didactic Book can be an important tool for teaching in a school context, since it can help in the construction of school knowledge in the development of different teaching didactic strategies. However, the use of such a resource requires that the teacher make a critical evaluation of the contents and in what concerns here in particular in the use of experimentation. We emphasize that experimentation as teaching methodology assists in the development of the understanding of the concepts, arousing interest in the students by actively participating, developing oral and written expression skills. However, criticisms have been directed at experimental activities involving only the manipulation of laboratory instruments employed with the intention of verifying a law or theory. Therefore, the objective of this work is to analyze the experimental activities regarding the type of approach (demonstration, verification, investigation) in book of the 1st year of High School (MS) that are part of the 2018 National Textbook Program 6, in which we found 68 experimental activities. Subsequently, we searched the Digital Library of Theses and Dissertations (BDTD), searching for works related to this type of experimental approach. The results point to a considerable number of experimental activities that refer to the verification approach (51), while the research approach is almost absent in book. Thus, we conclude that the approach to investigative experimentation is the one that most favors learning from a problem situation, leading the student to infer hypotheses, to do data collection and analyze them, in this way will be able to propose solution to any problem situation proposal. The teacher has the task of mediating ideas, helping the articulation of the reflections based on questioning and argumentation in an investigative way to understand also the phenomena of everyday life.