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).

Taking into account the importance of linking scientific knowledge, everyday life and school context, approaching social relevant issues is increasingly necessary in order to enhance science teaching and learning, generally, and chemistry in particular. The present research proposal aimed design of an educational video approaching aspects of the problem of the use and disposal of used cooking oil, its environmental impacts, the benefits and costs of recycling this waste, taking into account students' day-to-day experience, chemical knowledge, industrial context and environmental aspects. The study was divided into three general steps: bibliographic review in order to come near to the study object; data collection and organization for designing of an initial version of the audiovisual resource; evaluation of pros and cons of the educational video designed. The first step was useful to defining theoretical framework, taking into account information gathered from didactic experiences published in the literature of the area on the subject object of this work and, especially, categories and guidelines for designing of video scripts presented by authors who produce in that research area, specifically, educational videos; secondly, it was considered the collection of a group of information – about a project under development in a school context, interviews and photographic records of a technical visit to an oil recycling industry – which were gathered and linked, enabling making of the audiovisual material. In order to gather empirical data that contribute for enhancing the Educational Resource proposal, the third step considers carrying out a survey on the perception and opinion of both High School students and teachers about the initial version of the educational video. Finally, it seeks to gather information about didactic-pedagogical potential of the Educational Resource. Findings demonstrate promising advantages of the didactic material designed, mainly, for bringing together different facets of the problem addressed in a single resource, and allowing a relative ease of access and use in diverse scenarios and teaching settings. The data collection of the last step of the research was useful to get new elements to the final version of the Educational Video proposal, contributing to the constitution of a potential didactic resource that can be used in different educational contexts with different pedagogical purposes, in order to enrich the chemistry teaching and learning process and favor the construction of broader knowledge and better-founded attitudes on the addressed topic.

The use of information technologies, in particular, social networks, is presented as a means of distraction within the school structure. Normally, the first action to solve the problems caused by the diversion of attention aggravated by the use of these technologies is to prohibit or limit their use. New communication technologies have synchronicity and allow students to exchange information in real time, enabling the sharing of information of mutual interest. The social networks twitter, facebook, instagram and tiktok are new forms of communication that are still little explored by the school and that have great potential for scientific dissemination and communication with young students. The objective of this work is to evaluate whether the use of social networks contributes to the teaching of chemical kinetics through the development of a didactic sequence. This research is based on the assumptions of the Historical-Cultural theory, mainly Vygotsky's view, for whom language is a complex cultural instrument and through which one can reflect on school practices and how one can contribute to improving communication and encouraging learning. different forms of expression in the teaching process. The research is qualitative, of the action-research type and will have as participants the students of the 2nd year of high school at ECI Deputado Carlos Pessoa Filho, located in the city of Aroeiras, belonging to the metropolitan region of Campina Grande, in Paraíba. Data collection was carried out through questionnaires on the Likert scale and through the analysis of digital content produced by the students. The students participating in the research indicated that the use of digital resources is motivating and can be used in the teaching-learning process of chemical kinetics in a positive way, placing the student in a more active position in the construction of their knowledge.

The use of music has been increasingly widespread as an alternative teaching and learning strategy. In this context, this research work has used the production of parodied musics, as a playful activity, for the teaching content intermolecular interactions of organic compounds, in line with some conceptions of Vygotsky, Saviani and Libâneo, and mainly in ideas of Paulo Freire pedagogy. Despite the relevance of this content, it is noticed that the students still continue to have difficulties in associating scientific concepts with the phenomenon observed in everyday life, in connecting the microscopic level to the macroscopic level of matter. Therefore, a sequence of activities was developed in order seeking to contribute to the learning of this content to 41 students in a 3rd grade class of high school, belonging to a State Public School, located in the city of Russas/CE. To this end, a qualitative methodological approach was carried out which presents some elements of the type of action research. The elaboration of the parodies by the students occurred after the identification of the affinities with the concepts coming from the intermolecular interactions, under the orientation of the Professor/researcher. The analysis of the data referring to the lyrics of the parodies were made through the Discursive Textual Analysis (ATD). The data collection occurred using questionnaires with objective questions for the ascertain of the didactic/pedagogical proposal. The results obtained indicated that the production and socialization of musical parodies favored the teaching and learning process, since they motivated students to engage in the construction of scientific knowledge. The academic product of this work will result in a Chemistry Manual and videos of the parodied musics, in order that the teachers can use it in a viable way in the construction of knowledge.

Investigative experimentation has been considered by several researchers as an alternative to improve learning and intensify the student's role in activities, thus enabling greater student participation in all research processes, that is, from the interpretation of the problem to a possible solution for him. In this approach, students have the opportunity to discuss, question their hypotheses and initial ideas in the light of the theoretical framework, collect and analyze data to find possible solutions to the problem situation presented. In this sense, the present research sought to develop a didactic sequence, accompanied by guidelines and experimental investigative scripts using the thermochemistry content, with application of activities related to the phenomena. The study developed as a qualitative research was applied to students of the 2nd year of high school at E.E.M. Gonzaga da Fonseca Mota, located in the city of Quixadá, Ceará. Data collection was carried out based on the analysis of two likert questionnaires and through the investigative experimental scripts developed by the students. Comparing the two questionnaires related to the thermochemical knowledge in which the first was applied after the theoretical classes and the second after theoretical and practical classes, we observed a considerable evolution in the statements. We also observed an increase in the number of students who were able to correlate theoretical content with experimental activities, as well as associate these concepts to situations in their daily lives. The students also confirmed that the use of experimental investigative activities as a didactic resource facilitated the understanding of the central theme, in which they were the protagonists of the situation. Finally, we highlight that during the elaboration and execution of the Didactic Sequence, the students were able to develop the ability to reflect on the events that are part of thermochemical phenomena, in addition to developing basic laboratory techniques, leaving aside the traditional “recipe” in an attempt to carry out the articulation of the knowledge already acquired together with the formation of new concepts. Facing problem situations in which they will be able to use logical reasoning, theoretical knowledge and creativity to propose their own hypotheses, arguments and explanations, and thus enrich the teaching and learning process.

Context-based approaches to the teaching of chemistry and experimental activities with problem solving has been pointed out by didactic investigations through many years as a potential resource for the development of different knowledge and skills by students. This work proposes a teaching sequence as a didactic workshop in order to approach contents of acids and bases linked to the context of food, privileging discursive tasks, experiments and problem situations. The research adopted elements of the qualitative approach and it was developed with a group of students from the 3rd grade High School integrated to the technical course in cooking at Escola Cidadã Integral Pastor João Pereira Gomes Filho, in João Pessoa, Paraíba. Data was gathered from a survey questionnaire, responses presented by the students in the lab activities and image records during the other activities of the sequence. The results suggest a heterogeneity of ideas expressed by the students, constituted by theoretical-conceptual aspects of the chemistry discipline and by sensory criteria prioritized in the approach of routine procedures of the technical course which they were in. The didactic experience provided some evidence of the activities 'contributions to ressignify conceptual aspects of chemistry in the explored context, in addition to stimulating students' interest and active participation in the tasks proposed by the workshop. The instructional material designed from the didactic investigation presents a set of guidelines on the activities experienced during the research and can be useful as a suggestion and contribution to a contextualized and problematizing approach to the theme acids and bases in chemistry teaching.

Project Pedagogy is an active teaching methodology that stimulates the construction of knowledge from practice based on a theme-problem related to the student's daily life, favors an interpretation of reality and supports the development of competencies and skills. Students from a rural environment have knowledge built from the culture in which they are inserted and need to be valued in the teaching-learning process. Meeting this context and using the Pedagogy of Projects, this research aimed to develop a cultural exhibition with the cassava theme, with emphasis on the process of manufacturing cassava flour in a rural school context. It was intended to develop competencies and skills, such as: oral communication, group work and curiosity and willingness to learn, in addition to providing understanding of some chemical concepts. The research was developed in a public high school third grade night class, in the city of Vera Cruz - RN. Initially, a semi-structured survey was submitted to provide a class profile, which guided the research. The 35 students were divided into groups and faced with different problems related to the theme. Texts, videos, a lecture with a specialist in cassava-culture, a visit to a traditional flour factory, as well as moments in the classroom mediated by the teacher were used during the development of the project. The research was conducted through participant observation, characterized from qualitative data that were collected through audio-photographic records and field notes, as well as semi-structured questionnaires according to the moments of the activities. For the analysis of the data, the Discursive Text Analysis (DTA) was used, which generated a new understanding of the investigated phenomenon. The development of the project culminated with the presentation of students to the local community at the cultural exhibition, with the participation of hundreds of visitors. The results of the Likert self-assessment questionnaire applied to students showed that the most developed competencies and skills during the project were oral communication and teamwork, both with 94.2% agreement. Thus, the project developed with students made it possible to contextualize the learning of chemical concepts, as well as the development of skills and abilities, highlighting that the project approach contributes positively to a dynamic and contextualized teaching-learning.

In this research, architectural origami boards were elaborated and constructed as a didactic resource, with the objective of evaluating its potential as an educational tool in the teaching of Molecular Geometry. The research was based on some theoretical references: the Vygotsky Socio-interactionist Theory, General Theory of the signs of Charles Peirce and the contributions of researchers of Chemical Education. It was chosen methodologically by a qualitative and participative research. The data were collected from the accompanying pedagogical proposal, which included the application of questionnaires, initial and final, to the whole class, observation of proposed activities in the drawing boards, realization of experimental activity with origami, field notes, satisfaction questionnaire of the material and a test two weeks later for long term memory verification. The results showed a priori that when applying the methodology with this didactic material in a 3rd year high school class of a state public school in the municipality of Morada Nova - CE it was possible to verify, from the students' previous knowledge, that these advanced their learning. Thus, most of them achieved consistent learning on the subject, developing spatial abilities such as mentally rotating a molecule in space, transposing or translating a representation of 2D to 3D molecules, and vice versa, as well as perceiving some relationships between properties of molecules and molecular geometry. The students enthusiastically participated in the activities and presented good cooperation when working in groups, sharing doubts and experiences with their peers. The presence of the teacher as mediator in this process was of fundamental importance for the correct use of the didactic material and deepening of the developed theme.

The chemical equilibrium subject explains some of the chemical phenomena and is related to other fundamental concepts of the epistemological field of Chemistry. However, it presents many learning barriers, already widely reported in the literature. We present a teaching proposal aiming to involve the students in the process of learning this subject, in a participatory and collaborative way, with the perspective of becoming a citizen endowed with intellectual autonomy and critical thinking. The POGIL - Process Oriented Guided Inquiry Learning is the chosen active learning to be employed in the sequence of activities designed for the classroom and laboratory. The study was developed as qualitative research, having as participants subjects the teacher and students of the second grade of High School and Technical Work Safety in the Teônia Amaral State School, located in the city of Florânia–RN, Brazil. Data collection were performed through questionnaires, pedagogical test, other documents, and participant observation. The set of the results revealed active participation of the students in the proposed activities. The students presented greater interaction between the peers and the researcher-teacher, a higher level of interest and commitment in the activities, as well as improved their skills to build the knowledge. Activities with increasing levels of complexity, taking into account students' previous knowledge and discussions at the end of tasks, are promising to enhance the understanding of the qualitative aspects of chemical equilibrium. For the most part, the students were able to attribute dynamic behavior to the chemical equilibrium and could understand that reactants and products coexist in the same reaction vessel. As an educational product of this work, we propose a pedagogical workshop for high school teachers, for developing the activities exploited here.