LEARNING STOICHIOMETRIC CALCULATIONS IN CHEMISTRY TEACHING: AN INTERDISCIPLINARY PROPOSAL WITH PROJECT-BASED LEARNING METHODOLOGY
Chemistry teaching. Stoichiometry. Interdisciplinarity. Active methodology. Meaningful learning.
This dissertation presents the development and implementation of an interdisciplinary didactic sequence based on the Project-Based Learning (PBL) methodology, aimed at promoting meaningful learning of stoichiometric calculations in high school education. The proposal emerged from the observation of persistent difficulties among second-year high school students in dealing with Chemistry, Physics, and Mathematics content that involves basic calculations, logical reasoning, and problem interpretation. Such difficulties hinder the understanding of fundamental stoichiometric concepts and limit students’ progress in more advanced topics. The intervention will be carried out in the first semester of 2025 at Ferreira Itajubá Full-Time State School, with support from subject teachers. The didactic sequence was designed based on David Ausubel's theory of meaningful learning and John Dewey’s project-based pedagogical approach, valuing students' prior knowledge and promoting articulation between theory, practice, and experimentation. The sequence includes lectures, resolution of contextualized problem situations, laboratory activities, video production, and mind map construction. As an educational product, an e-book will be created with pedagogical guidelines and records of the experience, aiming to support teaching practices in addressing learning difficulties related to scientific calculations.