Sequência de ensino investigativa no estudo de isomeria óptica

Abstract

Chemistry learning should enable students to understand the chemical transformations that occur in the physical world in a comprehensive and integrated manner, enabling them to make informed judgments about information acquired through the media, at school, and from other people. When teaching the concept of optical isomerism in Chemistry, teachers sometimes notice that students have difficulty understanding it, especially when compared to other concepts within Organic Chemistry. Therefore, this study seeks to apply an inquiry-based teaching sequence (ISS), i.e., sequences of activities (lessons) and the jigsaw methodology as teaching strategies based on prior conceptions and supported by conceptual evolution, within a constructivist approach. The result is a pedagogical proposal organized as an inquiry-based teaching sequence with the theme: How can we promote learning among third-year high school students using inquiry-based teaching to develop the concept of optical isomerism? Given the above, the overall objective of this research is to develop the concept of optical isomerism through a teaching sequence to build and enhance students' conceptual learning. [resumo fornecido pelo autor]