Sequências de Ensino-Aprendizagem: o olfato a partir do estudo das funções orgânicas e seus efeitos na motivação e aprendizagem dos alunos

Abstract

This research investigates the effects of the use of the theme "Smell and aromas" in the students ' learning for the study of organic functions through the construction and application of a teaching learning sequence, (TLS) and its characteristics. The sequence follows the principles of the model proposed by Mehéut and Psillos (2004). The TLS was applied in a class of 3rd year of high School in a public schools in Ponta Grossa City, Paraná. The SEA approached the teaching of the following organic functions: hydrocarbons, alcohol, carboxylic acid, aldehyde, ketone and ester. The TLS was elaborated to be developed in 24 classes where varied didactic activities were used, including movie exhibition, seminar, game of smell, exercise resolution in group, written proof. In almost all classes there was sensory analysis for the olfactory and taste stimuli of the students. For learning analysis, the results of the activities development were used. Recordings were made of seminars, application of a previous questionnaire, registration in the logbook, for the researcher, and interviews performed after the end of the sequence. The results obtained in the exercises collected, the written test and the interviews were analyzed by the Bardin Content Analysis (1977) following the categorization of Cruz (2016), Silva (2013) and Simões Neto (2009). The results obtained indicate that the design of the constructed and developed SEA approaches harmoniously the pedagogical and epistemic dimensions, and that the activities developed in this form of contextualization favored learning. The chemical knowledge built by them proved significant in the elaboration of an artistic-cultural product. The contact of students with this theme allowed them to perceive the presence, importance and usefulness of chemical knowledge in their lives, despite the difficulties and gaps in learning and other difficulties inherent in social interactions and the context School.