Oficinas temáticas como ferramenta de ensino para a compreensão de processos endotérmicos e exotérmicos na 2ª série do ensino médio

Abstract

This study addresses the issue of whether thematic workshops should be used as a facilitative tool for teaching and learning, with the general objective of investigating thematic workshops as a teaching tool for understanding endothermic and exothermic processes in the 11th grade of high school. The implementation is justified through the importance of differentiated pedagogical approaches in teaching endothermic and exothermic processes, emphasizing the complexity of these concepts and the need to make them more tangible and relevant for students. The study was conducted with 11th-grade students from a public and peripheral school in the city of Santana-AP, who were divided into groups (control and experimental) to compare the effectiveness of the thematic workshops to traditional methods. The methodological path involves bibliographic research, action research with an inductive approach, investigative and comparative procedure. However, the applicability is based on lectures and practical experiments that were used to engage students and collect data. Data analysis and processing include both qualitative and quantitative tabulation, which also evaluated the impact of the workshops on student learning. Given the results obtained, thematic workshops are presented as an educational strategy that promotes active learning, the development of transversal skills, and prepares students for a deeper understanding and practical application of concepts. Furthermore, the awakening of students' curiosity was achieved by 45.45%, the increase in interest in Chemistry through a better understanding of thermochemical processes, the development of teamwork aptitude, and contributions to the educational literature on science teaching strategies (54.54%). Therefore, the research concluded that there is a relevant issue regarding a comparative parameter of teaching methodologies, which promoted the workshops as a solid methodology for the teaching-learning process, i.e., they offered a more dynamic and participatory learning experience, stimulating active interaction of students with scientific concepts. This is evident as the students were able to understand the concepts in a more concrete way