Experimentação no ensino de cinética química: catalisando a alfabetização científica no ensino médio

Abstract

This study investigated the effects of traditional and experimental teaching methodologies on the learning process of Chemical Kinetics and on the development of scientific literacy among third-year high school students. The research was conducted in a public school on the outskirts of Macapá-AP, with four classes divided into two groups: control (theoretical classes) and experimental (theoretical + practical classes). Diagnostic questionnaires were applied before and after the intervention to assess the level of knowledge and interest of students in science. The results indicated that students in the experimental group made more significant progress in understanding the concepts of reaction rate, factors that influence chemical reactions and use of catalysts. In addition, they demonstrated greater engagement and enthusiasm for the proposed activities, reinforcing the role of experimentation as an effective teaching tool. The comparative analysis of the data confirms that experimental practices, when well conducted, favor not only conceptual learning, but also the awakening of scientific interest, promoting a more critical, active and contextualized scientific literacy. The proposal proved to be viable and transformative, and its expansion in different school contexts is recommended.