In view of the difficulty and complexity that the content of dispersions is for the high school student, and in order to improve the teaching-learning process, it is an educational problem, which is characterized by a didactic sequence that uses a Theory of Significant Learning (produced by David Ausubel and later worked by Marco Antônio Moreira in his works) in its application phases. In addition to TAS, this dissertation made use of references such as, Joseph Novak, which implanted an idea of using concepts as one of the main instruments of meaningful learning. The methodological research was developed considering the bibliographic research, the planning and the application of the didactic sequence. For an application of sequence of activities, the target audience was a group, which contains 40 students, belonging to the second grade of High School with the mode of study in Integral Time, located in the city of Fortaleza, Ceará. During the activities, the students did not identify, thus preserving their identities. For the analysis of the didactic sequence, all stages of its application were carried out: development of pre-school knowledge, students and students; Expositive class (from the date of conclusion of a process of selection, analysis and classification of dispersions, suspension characteristics, solutions of colloidal and solution dispersions, types of concentration of solutions and dilution); Use of simulators for drilling and deepening of knowledge; Conceptual mapping. The didactic lesson was worked out in five moments, each one lasting 100 minutes (two classes).

During the application of the didactic sequence, the greatest results and participation among the students were observed. It was noted that the development of the concept was longer along the stages. The idealization of a project to get the conceptual rules about the dispersions that are so successful in their cognitive structures.