Brazilian National Common Curricular Base (BNCC) is a guiding and normative document that directs, through competences and abilities, the elaboration of the school curriculum. Competency-based teaching allows the student to develop concepts of each curricular component, from the interaction with the school environment and with their peers, thus causing a learning not only of contents, but of skills that allow them to establish a relationship with the environment in which he lives acting consciously. The experimental activities are configured as a methodology that allows the reflection of empirical phenomena, providing a positive quality for the learning of scientific concepts, in this way it is a methodology that, in addition to associating the observable phenomenon with the theoretical explanation, can promote the development of skills for problem solving, mentioned in the BNCC. In this way, will Problem Based Experiments articulated to a regional context enable the development of skills guided by the BNCC? To answer this question, a study will be carried out on which skills provided in the BNCC can be developed with experimental work and classify which regional contexts associated with the economy and cuisine of Rio Grande do Norte that can be the subject of problematized experimental activities related to the teaching of chemical contents applied in a 2nd grade high school class. As a result of this work, it is expected that it will be possible to create a proposal manual so that the teacher can use the experimental activities in their classes in a problematizing and contextualized way, also allowing the professional to follow the guidelines established by the national documents that guide the high school.

This study proposes the application of an original RPG-based pedagogical game, titled "Surface: An Adventure of Earth Recolonization," for the collaborative teaching and reinforcement of physical properties of matter. Role-Playing Game (RPG) involves participants assuming distinct roles, guided by a narrator/master—usually the teacher—who narrates the story to the players, i.e., students. Through RPG gameplay, scenarios that extend beyond the classroom environment can be created, immersing students in a simulated world. Here, they embody pre-defined characters with specific abilities, confronting challenges presented by the game's master. The proposed RPG constitutes an educational game that focuses on key concepts, encompassing density, melting and boiling points, polarity, intermolecular forces, and solubility. The research involves third-year students from EEEP Osmira Eduardo de Castro, selected due to their prior exposure to the subject matter covered within the game. This facilitates the reinforcement, modification, or acquisition of knowledge related to the targeted concepts. The study will have a qualitative approach and supported by the Piagetian conception, constituting itself as Research with participant observation, acknowledging the interactive dynamics between subjects and the researcher. Given the inherent nature of RPGs (master/player relationships), these interactions shape the game's evolving narrative. Initially, the pedagogical RPG concept will be introduced to the class, encompassing game setting, rules, and character interactions within the adventure's scenarios. Students will be organized into groups for game implementation, each group controlling a character within the narrative and making decisions affecting their character's trajectory. Data collection methods will include the researcher's field notes and video recordings of the sessions for observational support. The gathered data will be categorized and analyzed to derive insights into the comprehension of the covered concepts by the students and the attainment of proposed learning objectives.

Learning difficulties have always constituted challenges inherent to teaching. In this way, many theorists researched how we learn, and proposed methodologies that would facilitate the understanding of the contents. Initially, these methodologies were used in all disciplines, but it was noticed that each one has its particularities, and, consequently, there was a need to research and develop specific methodologies by area, mainly in the Natural Sciences, in particular, in Chemistry. There are several contents relevant to the understanding of Chemistry, among which we highlight Stoichiometry, whose intrinsic learning difficulties can be explained by the existence of three levels of description of matter, which are: macroscopic (observational), submicroscopic (atomic-molecular) and the representational (symbols, formulas and equations). In Stoichiometry, the student must be able to relate the transitions between levels, as well as make use of mathematical relationships and signify such relationships, often through a high capacity for abstraction, which is configured as a learning barrier for students from highschool. Faced with numerous difficulties, some questions remain related to the teaching-learning process, which are brought to students and teachers: How does learning in stoichiometry, mediated by a Potentially Significant Teaching Unit (UEPS), contribute to developing my ability to solve problems of everyday life? How to teach Stoichiometry in High School to promote meaningful learning? From these questions, we aimed, in general, to develop a potentially significant didactic unit on the content of stoichiometry. More specifically, we seek to contextualize the subject and its importance, apprehend the students' level of knowledge after applying the UEPS, analyze the view that teachers have about the use of UEPS for learning stoichiometry, work on mathematical relationships and the balancing equations, and using everyday instruments aiming at a multidimensional understanding of the theme. In this way, we justify, then, the development of a didactic sequence, which is elaborated through qualitative research and based on the theories proposed by Moreira and Ausubel, which can contribute to the understanding of the proposed theme and which allows students to learn the conceptual issues, as well as relate these concepts to situations in everyday life. As a result of the research, we will have the production of a potentially significant didactic unit, which aims to contribute to meaningful learning in Stoichiometry.

This research is characterized as a training experience with the objective of characterizing the influence of a didactic unit for teaching the concepts of chemical solutions in a context of chemistry classes in a high school, which adopts the Planned Training Theory as a theoretical framework. of Mental Actions and Concepts, due to the possibility of following both the process of assimilation of concepts and the methodological didactic planning related to the development of an educational product focused on didactics applied to the teaching of chemistry. Methodologically, it is structured around the elaboration of a guiding reference scheme, adopted as the scheme of the complete guiding basis of action (EBOCA), which presupposes the desired orientation for teaching planning due to characterizing the maximum degree of generalization about the concept. of solutions applied to the secondary education level. As a result, it presents the diagnostic aspects and the process of restructuring student guidance based on the execution of a didactic unit. The results bring qualitative aspects of the change in orientation, which, despite not constituting a reconfiguration of the orientation in its entirety, enable a discussion in relation to the influence of developmental didactics in the context of the formation of chemical concepts.

In the process of teaching and learning chemistry, several difficulties of understanding on the part of students related to the subject of stoichiometry are observed. Among them, the lack of understanding regarding the representation of the three levels of knowledge of matter to symbolically express the occurrence of a chemical reaction, the proportionality relations between reactants and products and the recognition of different phases of matter in a reactional system, requiring students to high level of content abstraction for understanding a reactional system or phenomenon illustrating how a chemical reaction occurs. In this work, a prototype equipment for a hermetic reactor with the arduino platform (PRHA) was developed, subdivided into two stages, hardware construction, software and device testing (E1); and application in the classroom (E2), segmented into six moments allocated in five meetings: initial meeting, identification of previous ideas (M1); second meeting, instructional class and use of ball-stick models on chemical proportion (M2); third meeting, instructional class and use of ball-stick models on limiting and excess reagent (M3) and application of RHA (M5); fourth meeting, application of the PRHA (M4) and discussion about the concepts of proportion, product, reagent, chemical expression; fifth meeting, second application of PRHA (M4) addressing concepts such as limiting and excess reagent, chemical expression and chemical reaction, ending with a question about the application of PRHA and the learning possibilities that students were able to develop (M6). The proposal was applied to twenty (20) students of the 2nd year of high school at the Institute of Education of Ceará, in the city of Fortaleza-CE. The results of E1 are related to the tests performed with the RHA, they are: need to follow the information in the sensor data sheet, decrease in reaction time due to the increase in the contact surface, unstable variation of the gas concentration detected in the PRHA, and possibility of external mass exchange to the system. In the application stage, students had difficulties in conceptualizing chemical reaction, using chemical symbology as well as using the mathematical algorithm of proportion, alternative conceptions previously described in the literature were also listed, such as the idea of active and passive reagent and dissolution process as synonymous with chemical reaction, in the students’ explanations the macroscopic level prevailed, even after instruction with submicroscopic ball-stick models. The management and application of the PRHA by the students was configured as an important moment of discussion about the phenomenon under study, but even so, given the short time in which the PRHA was used, the students let the macroscopic level prevail to the detriment of the other levels of representation of chemical knowledge proposed by Johnstone (1981).

In this research, a prototype called “Molecular Magnetic Model” was developed, made from a 3D printer to form plastic spheres with magnets inserted internally inside each sphere to simulate the attractive forces that exist between atoms in the formation of a covalent bond. The material was designed to minimize learning difficulties related to understanding the formation of covalent bonds between atoms where normally students do not understand that there are attractive and repulsive forces in bond formation. Thus, to think about the production, an investigation was carried out in different chemistry textbooks, whether of the higher or medium level that were approved by the National Textbook Plan, to identify the highest frequency of examples of molecules that form covalent bonds, such as, hydrochloric acid, water and carbon dioxide that appear in books quite often. After production, the educational product was applied to pre and in-service 13 Chemistry Teachers in the form of a short course. As a first result, it was possible to perceive high acceptance in the use of the model by the participants who stated that from the model it is possible to work on concepts related to chemical bonds, such as molecular geometry, electronegativity and the different bonds that occur between atoms. Still as the main result, the participants raised that the sensory perception of the attractive and repulsive forces existing between chemical species not presented in other chemical models present in the current commercial market is a prominent factor for the use of this resource in the Chemical class in the High School.

Two of the teacher's challenges in the current scenario of basic education are human constructivism and meaningful learning. In this perspective, exploring aspects related to the Popular and Visual Culture (movies, TV shows, comics, cartoons, animes, internet, etc.) that current students are constantly exposed to is an alternative to trying to succeed in the teaching and learning process. It is important to emphasize that movies, comics, and animes which are part of the context of young people of generation Z, may not produce scientific knowledge, but can transmit information and can be considered as a tool with great potential to be explored in education. Therefore, the objectives to be achieved must be well planned, evaluated, and previously established. An anime can mark the lives of young people through its story, messages transmitted, and soundtrack. As a result, it can be used as a starting point for future discussions, functioning as an advance organizer of knowledge. Furthermore, it can create real or fictitious situations of conceptual application. Despite the popularity of famous sagas such as Pokémon, Digimon, and Dragon ball Z, among others, there are few reports on the description and potential of their application in the classroom. In this way, the proposal seeks to break one of the invisible barriers that surround the insertion of new strategies in teaching, to enhance the participation of individuals and the meaning of their learning. In this sense, the research seeks to answer the question: “What are the contributions of using the 4th episode of Dr. Stone and the 1st of AniQuimera in the process of meaningful learning of transformations in high school chemistry?”. The qualitative and inductive proposal has been applied to 28 students from Nossa Senhora do Carmo College (CNSC) in a high school chemistry course, a typical audience of generation Z. In this context, the discussion of anime Dr. Stone took place after its exhibition, collaboratively and collectively, so that it was possible to focus on all the points previously established for the class. Next, with a focus the Popular and Visual Culture, an educational resource was built collaboratively by the students and the teacher, in a Webtoon format called AniQuimera, approaching concepts of matter transformation in the different forms of the language of the aforementioned genre, accessible to the public and chemistry teachers. Finally, students were asked to build mental maps to infer the contributions of the tools to meaningful learning. After analyzing the mental maps produced by the students, it can be inferred that the use of animes as a starting point for discussions, and advance organizers, proved to be a potential tool for meaningful learning in a human constructivist way. It is possible to notice, in most of the productions, the relationships between the concepts, the scenes (illustrated by images), daily life, and the student's experiences. In addition, the students agreed that the use of the proposal served to make the classes more attractive. In this context, it is important to emphasize that anime alone may not guarantee meaningful learning, but the discussion that is raised after the episodes are exposed and the construction of the educational product can have great potential in this process, contributing to the visualization of aspects initially not observed and in the development of concepts. The educational resource AniQuimera was built, it is available on the internet in Portuguese, English, and Spanish versions, with more than a thousand views and 10 stars rating, and it was validated with 88 students, 38 in the 9^th grade, 24 in the 2^nd grade, and 26 in the 3^rd grade.

The great technological advance in the last decades has been notorious, this undoubtedly has contributed in a very accentuated way to the teaching-learning process, where one of the major factors for such occurrence is the use of communication and information technologies (ICTs). Chemistry is mentioned as a difficult subject, as it contains many formulas and equations, which sometimes causes lack of interest on the part of students. With regard to the content of atomic models, it is often worked on in a merely expository way, which leads the student to simply “memorize” the central ideas about the different models. Due to the covid-19 pandemic, 2020 was an atypical year, and students began to follow their classes remotely. When working with the atomic models, it was possible to observe a greater difficulty in assimilating such content, since the interaction took place only through posting the study material in the WhatsApp groups of the classes. This work is justified in an attempt to resolve these difficulties encountered by students about atomic models, making use of ICTs in order to make such content less abstract and/or more attractive. In this way, the present work aims to contribute to an improvement in the teaching and learning process about atomic models, through the use of the simulator Physics Education Technology (Phet). The research was carried out with 45 students from a class of the 1st year of high school in a public school in the municipality of Boa Viagem-CE. The use of (PhET) was the strategy used as an alternative to help carry out the research. In this context, a descriptive research of a qualitative nature was carried out based on the assumptions of meaningful learning through ICTs, where questionnaires were used to collect data, which dealt with the students' prior knowledge and the new knowledge obtained after using the simulations contained in PhET on atomic models. Through this feedback, a content analysis was carried out, where, through the data obtained, a booklet was built for the use of the Phet simulator to work with atomic models as an educational product, which has Chemistry teachers as its target audience.

Currently, it is necessary in the school environment, the implementation of strategies that facilitate the development of social skills. Cooperative learning in its Jigsaw method is an active methodology based on the collective and active participation of students, usually applied to small groups, in order to scare cognitive development through information exchange, and cooperative social skills. In this sense, it was developed from a didactic-pedagogical sequence using the  Jigsaw  method, in a 3rd year high school class of a public school in Fortaleza CE, in order to favor the visuospatial development of molecules in the study of stereoisomers, concomitantly with the development of social skills. As theoretical references, we used research results on cooperative learning and the application of the Jigsaw method, some assumptions of Vygotsky's socio-interactionist theory and difficulties in teaching stereotypes. For qualitative research data collection, the following were applied: observation protocol, video recording, face-to-face and virtual activities, and evaluative questionnaires. The methodological course was developed in four stages: the first was the virtual activity on cooperative learning and Jigsaw  method; the second consisted of the application of the Jigsaw method and construction of molecular models; the third referred to the application of an evaluation questionnaire and collective pedagogical evaluation; the latter concerns the application of individual pedagogical evaluation and group processing questionnaires and evaluation of the methodology, on a Likert  scale. With the application of the  Jigsaw  method it was noticed that the students worked collectively, in solidarity, collaborative and active, interacting and sharing their ideas, developing social and visuospatial skills from the construction of molecular models, significantly to the teaching and learning process. The results, obtained through questionnaires, revealed that the Jigsaw method facilitates the learning of students and execution of activities, favoring the active participation of students. The Educational Product will be prepared, in the form of manual instruction, to be used by primary school teachers.

The teaching of thermochemistry is one of the main challenges for the Chemistry teachers, since it involves a series of difficulties described in literature. We bring a pedagogical proposal for this theme with the use of experimentation and video production, seeking to stimulate students to make experiments and develop their knowledge, using digital technologies of which they naturally have some skill, allowing to minimize considerably the diversity observed in the classroom, for a better participation, commitment and collaboration. During this work we developed an application as an educational product, which focuses on didactic guidelines for secondary school teachers. The participants of the investigation were the students of a high school and technical of School Professional Prof. Walquer Cavalcante Maia, located in the city of Russas-CE. Seven meetings were necessary for application, involving the capture of previous conceptions, illustrative experimentation, dialogical exhibition of concepts, classroom activity, execution of experiments in the laboratory, production and editing of videos by students, exhibition and evaluation of the teaching proposal applied. The results of the approach have highlighted a promising strategy. There was dedication through a more active participation, with a constant stimulus that provided autonomy and this favored the changes of the participants in the procedures for experiences and video production, also allowing the cooperation between those who presented more and less difficulties in the proposed activities. Their previous content presented in the great majority, a confusing relationship between the phenomenological and theoretical levels of knowledge. The responses after watching the videos showed progress in the macroscopic aspect, by making better interpretations of the studied phenomena. In the classroom activity, we were able to explore the representative aspect in terms of identification and understanding of thermochemical equations and enthalpy diagrams. In the evaluation of the teaching proposal, we did not find any discordant answer regarding the understanding of the chosen strategy.

Elaborating electronic arrangements of atomic and ionic species, as well as knowing the reasons for these configurations, is of fundamental importance to understand and explain some phenomena, as well as to make predictions about the properties of chemical elements. Traditionally, this topic has been addressed in chemistry textbooks using Linus Pauling's electronic distribution diagram. Despite the simplicity and advantages of this diagram for the electron distribution of atoms and ions, this model has some limitations when we try to represent the electronic configurations of about 20% of the chemical elements; in the case of the ions of these elements, the difficulties become even more evident. Considering this problem, the present work carried out a study on the use of the diagrams developed by Rich and Suter (1988) to approach the electronic configurations of chemical species in the context of teaching and learning. To this end, a didactic sequence was planned and applied with the participation of students from the chemistry degree course at the State University of Rio Grande do Norte (UERN), in the municipality of Mossoró-RN. The objective of this work was to analyze the use of these diagrams in the teaching and learning process of electronic configurations of the transition elements, in the context of the aforementioned didactic sequence. The research has a qualitative nature and can be classified as exploratory. For the registration and data collection, a questionnaire, a pedagogical test, field notes and audio capture of discursive interactions were used during the activities of the sequence. The results suggest that the use of Rich and Suter (1988) diagrams linked to the approach of phenomenological and submicroscopic aspects of chemical knowledge in the context of the didactic sequence developed was useful in favoring and expanding students' knowledge regarding the electronic configurations of atoms and ions . Based on the observations made in this work, an academic product was made up of didactic material in the format of a booklet as a suggestion for addressing this theme in the teaching and learning of chemistry

The occurrence of difficulties in the learning of Natural Sciences by many students is a common and even justifiable fact, considering that several theories, concepts and nomenclatures addressed in the study of many areas of this science are not part of their daily experiences. For those reasons, it is necessary to seek for didactic resources that streamline teaching, enabling a better learning of the subjects addressed by the chemistry. From this angle, this work aims to elaborate and evaluate a didactic sequence oriented to the approach of contents of chemical elements and chemical properties related to the periodic table. The didactic strategies of the sequence were consisted by diversified activities, panned to explore theoretical and practical aspects of the appointed contents. The work was developed with 35 high school students from the 1^st grade “A”, morning shift, at Escola Estadual Professor Calpúrnia Caldas de Amorim, Caicó-RN. The application of the didactic sequence was organized in six blocks with two conjugated classes, constituting twelve lessons. Each block was divided into three parts, allowing students to absorb varied knowledge, articulated in conventional expositive classes. For the data collect over the experience, we used a questionnaire with open questions, beyond the produced registers by the students along all stages of didactic sequence that included the use of a video from “YouTube”, a quiz and a phone app, and the “Periodic Cards” game. The treatment of that information was conducted by the search for clues of the propose contributions in favour curiosity and students engagement of approached contents in the didactic sequence. In the end of the process, the students answered another questionnaire to evaluate the stages and manifest their perceptions about the applied methodological development. The results suggest a pedagogical potential of the activities to mobilize varied knowledge of the students along the process, especially those that used didactic videos and games, pointed by the students as those that attracted more attention and contributed to the contents comprehension.

The technological evolution has brought great positive impacts to the school environment. This process guides teaching and learning through information and communication technologies (ICTs) that enable teachers to use the various educational tools and approaches. The search for methodological alternatives to improve the effectiveness of the teaching and learning process in relation to the Periodic Table content, making them more enjoyable for teachers and students in the classroom, was the focus of this study. The use of digital games, with an educational character, was the strategy applied to enhance the quality of the result, because through the resources offered by the games, learning acquires a playful bias, which enables a more dynamic and pleasant teaching and learning process. In this context, this work sought to discuss the importance of ICTs and to contribute to the improvement of teaching learning of the Periodic Table content, using methodological strategies through digital educational games that encourage the learning of the students involved. These were applied in a state public school, in the city of Santa Rita-PB, for two first-year high school classes. The methodology was developed with a sequence of activities, through lectures, use of electronic educational media in cell phones/computers and questionnaires containing open and closed questions, applied to the theme. The use of digital resources in this work, as a pedagogical proposal, aimed at complementing the traditional teaching methodology, to construct the knowledge of the participants in an interactive way, as well as to promote the development of skills and reasoning. The ICTs used provided motivating and dynamic classes for the students, which obtained significant gains in learning and time efficiency for solving problems involving the topic of Periodic Table. As a result of this work, a didactic-pedagogical primer was developed as an educational product, aimed at teachers of High School Chemistry and related areas.

In this paper, a study was performed on the elaboration of an educational product to be used in chemistry teaching, specifically on the content "Elements of the Periodic Table", considering the difficulties in teaching chemical elements, coming from outdated methodologies. The research product will be supported by a Manual of Pedagogical Support aimed at the use of Information and Communication Technologies, associated to the methodology of Collaborative Learning in a socio-interactionist context. Using as a parameter a qualitative research, a work was developed with a high school class of a public school in the State of Ceará, in three stages. The first one was the suggestion for the creation of a channel of videos produced by the students with the theme "Periodic Table", chemical elements and their applicability, followed by a previous survey about the perspectives of learning, as well as on the possibilities of the use of CITs, from a moment of awareness with the exhibition of some analogous materials already existing of the internet. The second was focused on the production, correction and editing of the materials already produced by the students. Finally, the last moment was focused on the socialization and sharing of knowledge and experiences. The goal is that from this experience of observation and monitoring, we have enough elements to design an effective educational product that is meaningful to chemistry teachers, dynamic and practical for its use.