Banca de DEFESA: JÉSSICA ALVES DE MEDEIROS ARÊAS

TEAM-BASED LEARNING AS A METHODOLOGY ACTIVE TEACHING FOR AN EXPERIMENTAL APPROACH TO 

DETERMINATION OF THE PH RANGE OF AQUEOUS SOLUTIONS

Acidity, Basicity, Indicators, Didactic Sequence, Team-Based Learning, History
of Science.

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.