O uso de vídeos e simulações computacionais no ensino de modelos atômicos

Abstract

This article reports an experience on the development of a teaching sequence built from the investigative perspective using multimedia resources. This experience was conducted with five first grade classes in high school in a state public school to discuss the atomic model theme. The researcher, author of this article elaborated the activities, however, were developed by the teacher of these classes. The researcher followed and assisted the teacher in all activities that sought to work Common Basic Content of Minas Gerais-CBC. The records through photos, recordings or filming were not possible, since there was no permission from those involved and the direction of the school, so the results presented are the result of the researcher's observation and dialogue with the teacher. It was possible to observe that, initially, the students had difficulty organizing, discussing and working as a group. However, as classes progressed, there was growing interest that manifested itself more and better both in discussions and in the activities. This resulted in interest in performing the final evaluation and commitment of students to perform the activity, a rare behavior of happening according to the teacher. The results in the evaluations exceeded our expectations. Therefore, it can be affirmed that the sequence used to deal with the subject indicated that the use of less traditional strategies in chemistry classes favors the teaching process of learning students. Key-words: Investigative didactic sequence, atomic model teaching, multimedia resources.