The project developed a didactic sequence using Parque do Curió, in Paracambi (RJ), as a case study, integrating Information and Communication Technologies (ICTs) to enhance chemistry education. The proposal was structured into four lessons, addressing the 12 principles of green chemistry, climate change, and water analysis, making the learning process more dynamic and engaging. Initially, students were introduced to theoretical concepts and participated in practical activities. They discussed the principles of green chemistry and climate change and, subsequently, analyzed water quality while also beginning the development of the educational game Química na Selva on the Genially platform. In the third lesson, students visited Parque do Curió, where they tested the game, learned about local history, and collected water samples. Finally, in the last stage, they analyzed the samples in the laboratory, linking the experiments to the previously studied concepts. The results indicated that many students were unfamiliar with green chemistry but showed interest in the topic. The practical experience at the park and the Fábrica Brasil Industrial reinforced the importance of environmental preservation and local heritage. Additionally, concepts such as water quality, pH, and turbidity were assimilated by the students. It is concluded that the use of ICTs and digital educational games contributed to making chemistry education more attractive, promoting more meaningful learning.

This study was inspired by two decades of experience in industrial chemistry and in the undergraduate program of public elementary education, investigates disengagement and dropout in high school as a problem of disconnection between academic knowledge and lived experience. This study is based on the premise that meaningful learning also emerges from pedagogical practices that engage students holistically—cognitively, emotionally, and sensorially. To address this challenge, the central objective of this study was to theoretically support, develop, and evaluate a teaching-learning methodology called the Psychosocial Pedagogical Immersion (PSI) classroom model. The theoretical framework articulates the foundations of autonomy in Kant, Piaget, and Freire with the mechanisms of immersion described by neuroscience and cognitive psychology, such as Flow Theory, Narrative Transport, and Embodied Cognition. In practical implementation, classes were developed that comprised the initial themes of the first year of high school, specifically the following content: Matter and Energy; Physical States of Matter and their Transformations; Properties of Matter; Simple and Compound Substances; Mixtures, Phases, and the Concepts of Homogeneity and Heterogeneity. The classes consisted of predominantly sensory experiments that were actively conducted and designed to promote interaction among students. The teacher acted throughout the process from various perspectives, beginning as a narrator/provocateur, moving on to a facilitator/mediator, and concluding as a systematizer/consultant. Data collection was conducted through questionnaires that sought to summarize information about the study group's characteristics, such as their acceptance of school, free time and interest in studying, and whether they accumulated work activities. The aim was to assess whether difficulties at school were associated with the school itself or with difficulties inherent to the group of students. The second part of the questionnaire assessed the proposal’s acceptance, interest, and potential novelty. This allowed participants to share their perceptions of how much this method could or could not impact the teaching process. The results indicated a very positive reception of the method by the participants and, most importantly, a significant shift in their perception of everyday topics, suggesting that the immersive experience can catalyze a process of awareness. The creation of objects that reflect the lesson content was part of the lesson development and implementation. These objects were called Mnemonic Anchoring Artifacts (MAA), and at the end of the class, students received the objects as a summary and reminder of the lesson. It was concluded that the IPP class model, by orchestrating narratives, sensory experimentation, and collaborative work, proved to be a viable and effective way to re-enchant the classroom, promoting not only content learning but also autonomy and critical analysis, and connecting with the world.

Active learning methodologies search to engage students in the process of building knowledge as well their autonomy. The use of new tools, especially those related to the virtual world, digitalization and information technology, have completely changed pedagogical practices and the teacher-student relationship. During the pandemic period, the use of such methodologies has been widely used in the search for improved teaching and learning. In the present work, we assess whether such methodologies have applicability and effectiveness as a pedagogical support at this time of returning in person activities. The type of active methodology used was 'Rotational Model' and was developed at CIEP 394 Candido Augusto Ribeiro Neto, in Nova Iguaçu (RJ). According to the results, we can consider that the use of this type of active methodology boosted and facilitated the understanding of the contents covered during the classes. However, we must point out that for its better applicability and efficiency, we must observe the basic conditions of infrastructure as well as professor receptivity that, many times, are not present in public education units.

New technological tools appear at every moment to compose the current society, therefore, analyzing and understanding them, in their didactic space, is of utmost importance. This dissertation, thus, has as its basic proposal to develop a collection of games and ideas for the use of teachers as a way of diversifying teaching and learning methods in order to provide alternatives to the teaching model, and thus, instigate the educational public in your language of digital natives. Therefore, the contextualization of this theme takes place through the correlation between the teaching of Chemistry and the content taught in high school. Furthermore, the mechanisms used in the work were elaborated through Information and Communication Technologies (ICT`s), with the aid of PowerPoint professional plus 2016 from Microsoft and with the use of the RPG Maker MV software, originating the creation of educational games entitled: Quimicaleta, Hangman, memory game and Q-Maker. It aimed to develop these games based on notions of programming and research with the mentioned software and to apply them, leading, with this, to the discussion about the understanding of the contents and the viability of these instruments, in the field of games, for this purpose, they were made available for free in the form of collection through the 'google sites' tool, with tutorials for their use. Thus, as a form of product validation and data collection, the Quimicaleta game was applied in the classroom on four occasions, with data from the interaction during the process to verify the understanding of the proposed contents. The other games developed in PowerPoint and Q-Maker were evaluated using a form on the homepage of the website that was created with the aim of analyzing the perception of satisfaction of the participating users regarding the educational games. It should be noted that the collection created is available at the link of this present work and can be evaluated and updated recurrently. The results show that the use of technology involving games is part of a relevant alternative as a possibility of teaching strategy to be applied by education professionals, and can be understood as a viable tool regardless of the molds that are expected to be achieved.

Learning can be acquired both formally at school and non-formally in other environments. The objective of the work was to work on active methodologies in the classroom and Science Museums as a non-formal space in Chemistry Teaching. The basis of the work was based on the theories of René Descartes, Jean Piaget and Antoine Laurent de Lavoisier. The intention was to carry out, alongside the work, a reflection on the methods used at school to teach science, that is, the entire methodological process for obtaining “true ideas” by students and thereby building scientific thinking and consolidating school content. The process of transformation in science that led Antoine Laurent de Lavoisier to revolutionize the history of chemistry and biology, creating the law of Conservation of Mass or Law of Conservation of Matter allowed the carrying out of qualitative descriptive-exploratory experiments in the classroom. The method chosen was inductive, with the construction and use of scales with alternative materials. The conclusion was that the acquisition of knowledge supported by the history of science, through non-formal education, allows the student to move from scientifec illiteracy to scientific knowledge.

Nowadays, the society in general as well as the schools are surrounded by a reality full of technology of all kinds. When it comes to the use of teaching-learning tools, some approaches have been observed, such as the use of platforms for online classes, softwares of animation and 3D simulations (third dimension), the use of games and several technological resources available in applications for mobile devices. The use of Information and Communication Technologies (ICT’s) is presented as a new tool that can help the professor to mediate and facilitate the knowledge, criating motivation, clarifying and contextualizing the contentes covered. The teaching of Stereoisomerism can be mentioned for instance, which most of times it’s necessary for the students to think beyond the visual aid in order to understand this very abstract subject besides the development of the ability to visualize spacial structures. This paper aimed to elaborate a mobile application of polarimeter simulation, using the Adalo platform, which is free to programate softwares through no-code language, to assist the teaching of Optical Isomerism in basic education classes. This mobile application was developed to bring up playfulness, lightness, clarity and a provide an approximation of the Optical Isomerism theme to the reality of students. A satisfaction
questionnaire was aplied to a university preparatory course class from Baixada Fluminense
area to test the usability of the application and assess its impacts when it comes to teachinglearning, motivation, pleasure and the experience perceived by the users during the use of the application. After analizing the results of the questionannaire, it was concluded that the
application created was effective because it has covered all the criteria mentioned above and it
is a great resource to improve the Optical Isomerism classes.

Introducing chemistry to high school students is a great challenge because the discipline is
seen as something disconnected from reality and difficult to understand, and the use of
traditional methodologies that only involve the board do not contribute to improving this
scenario. The post-pandemic context showed that students returned to the face-to-face
model even more unmotivated and with content lag. In order to arouse greater interest in
students, this work applied a didactic sequence (SD) that involves an active teaching
methodology, Team-Based Learning (ABE), with the objective of placing students as
protagonists in the construction of their knowledge. The theme chosen for the development
of this work was the experimental approach of measuring the pH of aqueous solutions,
using acid-base indicators. In addition to being a practice that draws the attention of
students, it is content that is easy to correlate with students' daily lives. The theoretical
framework used was the epistemology of Gaston Bachelard, which deals with the stages in
the evolution of scientific thinking and the epistemological obstacles faced in the
construction of knowledge. SD makes use of the history of science (HC) in order to
humanize the teaching of chemistry, deconstructing the idea of isolated scientists in their
laboratories, “discovering” randomness that is taught at school. The formulated SD was
designed with increasing levels of complexity, so that the last SD class is the culmination
of the entire project, and that all previous classes are necessary for the activity developed
in it, which unites theory and practice.

Contemporary society increasingly demands an education where the student needs to take on a more active role. The choice for traditional teaching models that are based exclusively on the transmission of content present in textbooks will perpetuate the monologue in front of a passive audience, continually generating unmotivated students and teachers in the learning process. Given this context, this research work was applied in the first semester of 2022, in a private school located in the municipality of Seropédica - RJ, with the participation of eighteen students from a class of the second year of high school. The general objective is to investigate the benefits generated in the use of the Peer active learning methodology Instruction (PI) in teaching and solving problems related to stoichiometric calculation. The first phase of the research was destined to the bibliographic survey, study of methods, strategies and previous concepts related to the teaching of stoichiometry. Based on adequate planning, strategies were adopted for the use of hybrid learning known as flipped classroom (flipped classroom). Technological tools and digital media such as YouTube, WhatsApp and the Plickers application were fundamental for the development of activities, contributing to greater engagement and motivation of students. The second phase of the research was marked by face-to-face meetings, in all three classes were held whose main focus was the application of Conceptual Tests related to the active methodology. From the results obtained and observations made during the activities, it was possible to verify the benefits generated in the learning process with the implementation of the PI method. In the final considerations, the great potential of the methodology and its ability to be used in various segments of education are highlighted.

Chemistry teaching is challenging for teachers, being of great importance for society, however, it is seen by students as unnecessary and distant. The use of traditional strategies leads to the lack of perception of how useful this science is for the achievement and understanding of various objects and aspects present in today's society.The traditional approach often produces mechanical learning that can generate quantitative results in immediate assessments, however, they are quickly forgotten and in the long run do not develop the student's ability to apply such knowledge in everyday situations. For potentially meaningful teaching, dynamic strategies are needed to promote reflection and criticality on issues relevant to the public in question, in addition, the use of contextualization makes them mobilize previous knowledge that will serve as an anchor to new content and feel motivated, being this one of the crucial factors for meaningful learning: the predisposition to learn. This work aimed to apply a didactic sequence (DS) for the teaching of Organic Chemistry correlating it with the Food theme, so present in the daily life of regular education students (RE) and education young people and adults (YPA). The strategies that composed the didactic sequence were: use of the Plickers application, teaching strategy of the Case Study, Didactic Game made in PowerPoint, Videos and Investigative Experimentation. The results showed that students began to understand food better in several aspects: information on the label, its composition, use and implications of food additives and pesticides, fermentation and packaging. They managed to connect chemistry with food, obtained scores around 7.3 and 6.2 in the evaluations and the method assigned scores 9 and 10, RE and YPA, respectively. Thus, DS was successful and can be understood as a potential to promote meaningful learning.

To work the chemical concepts in a more contextualized way and more related to the daily life of the students, this research aimed the elaboration of a didactic sequence (DS) on the theme acidity and basicity, applied to a class of the 9th grade of elementary school. I have chosen a DS as a teaching methodology since it is a teaching proposal where it is possible to use several methodological strategies and didactic resources to address a given theme. When a DS is well planned, it can facilitate learning, bring greater motivation to the class and make students more participative in the process. Before starting the activities proposed by the didactic sequence, a questionnaire with eight open questions was conducted in order to raise the students' previous ideas regarding the content of acids and bases, pH concept, and whether such themes were present in their daily lives. After this survey, the DS was performed in 5 classes and the methodology used were problematization, reading, recreational and experimental activities. The applied activities had as objectives: the search for a meaningful and contextualized learning of the contents, based on David Ausubel’s theory; and students who act as protagonists in the construction of knowledge, being guided by the teacher, based on one of Vygotsky’s main assumptions, the mediation process. Given the activities carried out by the students, it was possible to perceive the progress achieved with this teaching strategy, an evolution of knowledge and a participatory and motivated behavior of the students during the classes, thus achieving the main objective of the work, providing students with purposeful learning.

Paradidactic books (or supplementary educational materials) are one of the
elements that can be used in association in the teaching learning process. The present
work discusses the elaboration of a paradidactic book of chemistry, where several topics
of a class of substances known, as organophosphate compounds were approached, using
the historical, economic, chemical and biological aspect for the development of the theme with high school students, teachers and the general public.

The teacher career is not easy, there are huge challenges, as lack of recognition by society and lower wages, in addition, there are frequent changes in his methodology because of the speedy evolution society, thus, some dedicated teachers seek innovation in their practice. In this way, a ludic experimental class with forensic connotation from alternatives materials was planned, performed, and evaluated in a school science lab located in the Nova Iguaçu city and state of Rio de Janeiro in 2019.   This experimental class was applied for the third year of high school, and it had a goal to seek meaningfully and contextualized learning of contents based on David Ausubel and Paulo Freire theories and promotes collaboration between students this teaching/learning process. During the ludic experiment was possible to observe student engagement in a positive way when it was applied to the proposed activity and it can be observed enthusiasm for forensic. Through the questionnaires applied was observed that students realized the importance of science and chemistry in society. No less important was the possibility that the ludic experiment that promotes different contents, such: solution (preparation and calculation), oxidation number, reactions, and the fluorescence phenomenon. All these contents were present in the teaching/learning process and had real meaning for students. From the results, it can conclude that the ludic experiment was very interesting to apply to high school. The ninhydrin (see pg. 27, dissertation) must be handled with the personal protective equipment.

This work evaluated the action of the approach of the theme "Energy and Environmental Chemistry"teaching and learning chemistry in three classes of the first year of high school in CESA, located in Lapa, neighborhood of central Rio de Janeiro. The dynamics of work was inspired by the historical-critical pedagogical didactics of João Luiz Gasparin, which consists of starting from practice, ascending to theory and descending back to practice; not already as an initial practice, but inseparably uniting theory and practice into a new level of understanding of reality and human action. Initially a questionnaire was applied with ten questions to recognize the level of information that students contained. 80% of the 75 students evaluated were not aware of terms such as: sustainability, Environmental Chemistry and biodiversity. On the other hand, they had a certain familiarity with topics such as recycling, pollution and environmental impact. The strategies adopted have been defined to enable a more refined treatment of the issues unknown, this phase corresponds to instrumentalization. How to work A plan containing four sub-themes, one for each quarter, they: water, pollution, energy and sustainability, and an environmental cultural fair. It was adopted as strategic pedagogical actions for the work the non formal environments, the methodology by projects and the performance of diversified activities. As for examples: a report on the video lesson “The Law of Water” in the first two months; table seminars periodic in the second and reports of laboratory experiments in the third. In the bedroom quarter, the focus was on playful activities such as: cultural fair, mockups, interactive mural, poetry, music, video production, visits experiences and the creation and presentation of a play entitled “Awakening to the tomorrow". Throughout the development of research, lectures, films, video lessons, Diagnostic and evaluative questionnaires were being performed. Among the places visited include: Museum of Tomorrow, Science House-UFRJ, Tijuca Forest,CESA's Sciences and the Cultural Environment Fair, with community participation and exposure of the products obtained in the actions of Learning by Projects. Nas external visits the focus was on some chemistry content of the minimum curriculum of the SEEDUC-RJ (State Department of Education) and basic concepts of Environmental Chemistry. In addition to the activities outside the class curriculum components: physical properties of water, periodic table, chemical bonds and basic concepts of Environmental Chemistry were addressed in the classroom through a diversified didactics. Periodic evaluations, evidence, reports, essays, debates and seminars were held to retain content. The result of these actions was shown to be satisfactory in relation to the students' interest in the themes, the visits, the discipline and retention of knowledge. It is recommended to adopt this approach in order to achieve motivation among students for learning chemistry.

The smartphone has become a headache for the education process, and teachers need to create a real competition for the attention of students in the classroom, because these devices have many features and possibilities that become extremely attractive, much more than the current classes taught in schools. Alternatives to the assessments currently applied by teachers of basic education (high school), such as the use of applications for smartphones, can be an ally in student learning. In this sense, the objective of this work was to present alternative forms of evaluation using TDIC'S, technology widely dominated by students, to improve the performance and consequently the education of these students. For this purpose, the LaDQUIZ application, available for free on shopping platforms, was used to generate an interface within the classroom between the teacher's computer and the students' smartphones, without the need for external internet, since the network will be created at the time of the application of the questions and after all students connect will be closed by the teacher so that no outside interference occurs. The questions were viewed by students through the multimedia feature (data show) and answered directly on their cell phones. The questionnaire was applied instead of one of the mandatory assessment tools for the two-month period and occurred in a traditional way, that is, after the explanation of the programmed content for the two-month period, the teacher used the evaluation instrument to verify the comprehension of the content by the students. The use of the application allowed the teacher to have the individual answer of each student stored and the discussion of each question, since it presented the answer percentage of each alternative. The use of this resource proved to be a highly relevant instrument for the teaching-learning process of students, giving greater motivation and student participation that reflected in a higher performance and improved grades compared to traditional assessments. Thus, the replacement of an evaluative instrument using Information and Communication Technologies, in this case, in the form of an application for Smartphones, was efficient in the pedagogical and teaching learning process.