Teaching Unit focused on ocean acidification to work on subject of chemical equilibrium based on significative learning theory
teaching unit, significative learning, chemical equilibrium
In the last years, it's been observed a constant debate permeated with preocupations and reflections about actions that can be developed to improve Chemistry teaching. With this, we highlight the importance of the teacher to utilize teaching strategies that allow the occurrence of a learning with more meaning to the student. Thereby this research objectified to build, apply and evaluate the development of a Teaching Unit to approach the subject of chemical equilibrium to the High School students from a public school at Macau city, state of Rio Grande do Norte. To elaborate the Teaching Unit we relied on Significative Learning Theory, proprosed by David Ausubel, and included the context of the city which is characterized by being a seaside town and producer of cooking salt, what enabled an approach of the subject of chemical equilibrium based on sea-occurring phenomena. On the development of the content, we propose the using of diversified strategies like video, text and dialogued class utilization, presence of field classes and experimentation using accessible materials. This work brings elements from a qualitative approach, as it was possible bigger contact with the application environment giving emphasis to observation as one of the methods of data collection. Besides observation, an initial questionnaire was used with the research participants, field journal, conceptual map and other activities were performed by the students during classes.