Paulo Rogerio Garcez de Moura

A Atividade Experimental Problematizada (AEP) é caracterizada como um processo de inovação teórico-metodológica voltado ao planejamento, mediação e avaliação do ensino/aprendizagem das Ciências, via experimentação. Tem sido objeto de pesquisa acadêmica ao longo dos últimos dez anos, resultando em numerosos trabalhos de conclusão, artigos, capítulos e livros. A proposta desse artigo, de natureza teórica e bibliográfica, é atualizar a estrutura organizacional da AEP com relação às suas publicações anteriores, especificamente com relação aos seus aspectos de planejamento (eixo teórico) e de mediação (eixo metodológico). Para tanto, são compilados aqui resultados de falas e escritas de seus primeiros autores, com novas marcações, especialmente com relação à sua estrutura organizacional. Pretende-se, com isso, consolidar a AEP como saber-fazer capaz de qualificar o ensino, pelo viés da experimentação, em termos da aprendizagem significativa do conhecimento científico.

A experimentação contextualizada e problematizada pode fomentar a participação de estudantes do ensino superior em química, além de aprimorar suas habilidades para diversos temas científicos. Este trabalho teve como objetivo desenvolver e aplicar uma atividade experimental problematizada (AEP) baseada na determinação da composição inorgânica majoritária de amostras de mel de abelhas sem ferrão (ASF). Para isso, os estudantes realizaram dois experimentos: teste de chamas e espectrometria de fluorescência de raios X (XRF). A estratégia didática permitiu mobilizar conhecimentos de química inorgânica no contexto dos méis de ASF de forma colaborativa e experimental. Por meio dos indicadores de desenvolvimento de capacidades (IDC), verificou-se que os estudantes mobilizaram habilidades analíticas (RM: 5,8–6,1), práticas (RM: 5,2–6,0) e criativas (RM: 5,1–6,1), evidenciando progresso positivo durante a AEP. Os resultados indicam que a AEP contextualizada contribui para a formação inicial de licenciandos em química, promovendo aprendizagem significativa, desenvolvimento de competências experimentais e integração entre teoria e prática.

This study aims to explore the contributions of problematized experimental activity (PEA) focused on biochar as a sustainable soil conditioner for red-yellow Oxisol in enhancing chemical knowledge in higher education. For this, the theoretical-methodological teaching-learning strategy called PEA was applied, entitled “Soil chemistry: biochar as a sustainable conditioner”. The research was conducted with undergraduate Chemistry students during Experimental Inorganic Chemistry I classes at Federal University of Espírito Santo. The students carried out experimental procedures to determine soil’s active acidity, potential acidity, exchangeable aluminum, and available phosphorus. Therefore, the potentiometric method, the titrimetric method, and UV–vis spectroscopy were performed. Such techniques involve several objects of knowledge, from the planning of the experimental route and its execution to the interpretation of the results obtained. At the end of the PEA methodological path, the analytical process followed the model of the Grounded Theory in Data. According to the substantive theory developed, the integration of biochar as a sustainable soil conditioner within the PEA framework contributed meaningfully to the development of chemical knowledge, as interpreted through the students’ written responses and final synthesis products. The data further revealed the topic’s versatility and applicability across varying levels of complexity, allowing the PEA to be adapted to diverse approaches within the same context. These results affirm the PEA’s potential as a versatile and impactful pedagogical strategy for fostering both chemical knowledge and practical scientific skills.

SUBSUMERS AND CONCEPTUAL FORMATION IN HIGHER EDUCATION: EVIDENCE OF SIGNIFICANT LEARNING IN CHEMICAL KINETICS. This study investigates the development of conceptual subsumers in Chemical Kinetics through a pedagogical intervention focused on the operational and kinetic parameters of biomass pyrolysis. The research analyzed the profile of students across various courses, identifying significant gaps in the understanding of fundamental concepts such as activation energy and the rate equation. Findings indicate that students exhibit a superficial grasp of abstract and quantitative aspects of Chemical Kinetics, which impedes comprehensive learning. By integrating theoretical and practical components and contextualizing the content through a real-world application, the intervention led to a notable improvement in students’ accuracy, fostering the formation of new conceptual subsumers and the reorganization of prior knowledge. In conclusion, the adoption of innovative pedagogical strategies that emphasize the progressive and integrated construction of knowledge is essential to foster a deeper understanding of Chemical Kinetics, ultimately contributing to the development of critically engaged professionals ready to address future academic and industry challenges.

EXTRACTION OF BENZYL ISOTHIOCYANATE (BITC) IN CHEMISTRY TEACHING THROUGH THE PROBLEMATIZED EXPERIMENTAL ACTIVITY (PEA): POSSIBILITY OF REUSING PAPAYA SEEDS. This study investigated the reuse of papaya seeds for the extraction of benzyl isothiocyanate (BITC) as a context to foster the construction and deepening of chemical concepts in the initial training of chemistry teachers at the Federal University of Espírito Santo (UFES). Using Problematized Experimental Activity (PEA) as a teaching strategy, students conducted experiments to extract BITC from papaya seeds and applied ultra-violet (UV)-visible spectroscopy for its quantification. The results revealed that the highest BITC concentration was obtained from ethanolic extracts of dried seeds. At the end of the course, students developed teaching projects to incorporate this environmental theme into high school classes, reinforcing the relevance of contextualized chemistry teaching. The didactic intervention carried out in an environmental context contributed significantly to the training of future teachers, fostering meaningful learning and promoting a critical and conscious stance on the role of Chemistry in environmental issues.

Portal do Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo.