Banca de DEFESA: LUCAS ALEIXO DE MEDEIROS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCAS ALEIXO DE MEDEIROS
DATE: 28/08/2025
TIME: 14:00
LOCAL: CIVT/IMD - B205a
TITLE:

THE STEAM APPROACH IN TEACHING PHYSICAL CHEMISTRY TO HIGH SCHOOL STUDENTS

KEY WORDS:

STEAM approach; Chemistry teaching; Physical Chemistry; Active methodologies; Project-Based Learning.

PAGES: 136
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

The teaching of Physical Chemistry plays an essential role in shaping critical citizens, as it is directly linked to understanding everyday phenomena and the technological development of society. However, traditional instruction, marked by an excessive emphasis on mathematical formalism and the decontextualization of content, hinders learning and reduces student interest. In rethinking this model, the STEAM approach (Science, Technology, Engineering, Arts and Mathematics) emerges as a possibility to promote interdisciplinary practices that place students at the center of the teaching and learning process. This study sought to answer the following research question: What are the impacts of implementing the STEAM approach on the teaching of Physical Chemistry concepts in High School? Based on this question, the general objective was defined as: to analyze how the STEAM approach contributes to the learning of Physical Chemistry by second-year High School students. The specific objectives were: (I) to map teaching strategies and practices based on the STEAM approach applied to the teaching of Physical Chemistry; (II) to design and implement an interdisciplinary pedagogical practice based on the STEAM approach, aimed at developing specific and general skills; and (III) to assess the impact of this approach on students’ engagement, motivation, and conceptual understanding. The theoretical framework considered aspects related to science teaching, the learning difficulties in Physical Chemistry, the STEAM approach, and the competencies outlined in the Brazilian National Common Curricular Base (BNCC). This qualitative research was conducted through action research procedures and employed the active methodology of Project-Based Learning (PBL) to plan and execute a didactic sequence applied in a private school in Greater Natal, RN, Brazil. Participants were 37 second-year High School students, including learners with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), which required inclusive pedagogical practices. Data collection instruments included photographic and audiovisual records, field diaries, students’ productions, assessment rubrics, classroom observations, and interviews. As educational products, an innovative Teaching Guide for Chemistry teachers—presenting strategies and resources for applying the STEAM approach to Physical Chemistry—and the didactic sequence developed during the research were produced. The results indicate that the integrated application of the STEAM approach and PBL made it possible to address concepts such as Thermodynamics, Electrochemistry, Chemical Kinetics, and Gases in a contextualized and interdisciplinary manner, fostering conceptual understanding, connections with real-world situations, and the development of competencies such as critical thinking, problem-solving, creativity, and collaboration. It is expected that this work will contribute to the implementation of innovative practices in Basic Education, strengthening meaningful learning in Physical Chemistry and promoting student protagonism.

COMMITTEE MEMBERS:
Presidente - 2178446 - DENNYS LEITE MAIA
Interna - 2313711 - FLAVIA ROLDAN VIANA
Externa à Instituição - AYLA MÁRCIA CORDEIRO BIZERRA