WebQuest: potencialidades pedagógicas da internet no Ensino de Química

Abstract

This study took place in the Professional Master Education and Teaching FAE/UFMG and presents an action research on the development of virtual learning environments (VLE) for teaching chemistry. Aims to present and analyze the potential of a different teaching strategy, WebQuest, student of the 2nd year of high school on the "Electrochemistry" theme. In this investigation we find that the contribution of this strategy to the Teaching of Chemistry with a view to promoting an environment that enhances the collaborative learning among students at the same time enhances the four principles of the Disciplinary Engagement Production (EDP) in the learning environment. The Teaching Sequence, consisting of five (5) WebQuests with the theme: "Because aluminum is extracted from Bauxite" (http://eletrolise.webnode.com/); "We put together a pile?" (Http://vamos-montar-uma-pilha.webnode.com/); "What to do when the battery runs out?" (Http://que-fazer-quando-a-pilha-acabar.webnode.com/); "Cells and batteries, as discard them?" (Http://como-descartar-pilhas-e-baterias.webnode.com/) and "Junk, an inevitable evil?" (Http://lixo-eletronico-um-mal-inevitave.webnode.com/), was drafted and developed in a school in the city of Contagem, in Minas Gerais, using the Computer Laboratory, the classroom, the science lab and extracurricular activities, with the participation effective a teacher / Chemistry Researcher and ninety-six (96) students. The survey was conducted using a qualitative nature of research methodology, type action research. The data collection instruments used were two questionnaires, records in the field notebook, discourse analysis of recordings of excerpts on video and a semi-structured interview with the students. In the construction of WebQuest activities Teaching Sequence, the attributes were: Introduction Challenge (Task), Process, Resources, Evaluation and Conclusion. During the production, development, analysis, discussion and evaluation of the teaching sequence observed the need to assign two attributes: credits Ask your questions. The results show that the WebQuest teaching strategy can contribute effectively to the Chemistry Teaching, since the WebQuest activities under the Teaching Sequence collaborate, through research, the correlation between theory and practice, the development of group work and, above all, because they are targeted and structured so that students are engaged in the development of research tasks, which provided a significant learning of chemical concepts and phenomena and / or worked scientific. As a final product of the Professional Masters present a thematic notebook aimed to promote reflection and analysis on the development, production and development work with WebQuests and disseminate the possibilities and limitations that work with WebQuests possible.