Slides animados como recurso didático para o Emprego em aulas de eletroquímica no ensino médio: uma via sensibilizadora para a educação ambiental crítica

Abstract

As advances in science and technology, electronic devices are increasingly influencing the way of life of society. However, awareness policies for the proper disposal of these electronic components do not grow in the same proportion. The fact is that without this education the problems to the environment end up being aggravated. Therefore, one of the alternatives found by teachers to develop the citizenship of students, are the educational methodologies that go beyond the memorization of nomenclatures and formulas. Therefore, to motivate and facilitate students' learning – through these methodologies – multimedia resources can be a powerful ally. However, depending on the form of elaboration, many end up generating a result opposite to what was expected, disstimulating, dispersing and confusing students. Therefore, it is up to the teacher the mission of building or choosing a multimedia resource that dialogues with a good education. For this work, it was established as a goal to elaborate animated slides - based on cognitive load theory and cognitive theory of multimedia learning - in electrochemistry classes as a tool to promote environmental education. In addition, to propose a didactic sequence of approach to electrochemical content, problematizing the disposal of batteries in the environment. The methodological path of this study involved an action research. The didactic sequence was applied in a workshop, UFRJ extension project, at the Leopoldina da Silveira State College in Bangu, Rio de Janeiro, totaling 31 students of the night shift, 1st and 2nd grades of high school. The results were obtained using a questionnaire after the application of the didactic sequence, using the Likert scale. It was possible to observe that the students liked the slides used in the workshop, and that most of them were interested in the subject presented. Because of the heterogeneous profile of the class, there was no learning boiling. Finally, the educational product was made available with the objective of contributing to the work of teachers in chemistry teaching.