Water Potability as a Context for Teaching Acids and Bases: A Didactic Proposal Based on the Three Pedagogical Moments
water; Three Pedagogical Moments; acids and bases; chemistry teaching
Water is an essential resource for environmental preservation and indispensable for human health and well-being. Although it is a recurring topic in different Chemistry contents, it is often addressed without articulation with the socio-environmental perspective, which may hinder the development of knowledge, attitudes, and environmentally responsible behaviors. In this context, this research aimed to propose, implement, and analyze a didactic sequence structured based on the Three Pedagogical Moments methodology, addressing the theme of water potability articulated with the contents of acids and bases. The investigation adopted both qualitative and quantitative approaches and was carried out with a first-year high school class at a public school located in the municipality of São Miguel do Gostoso-RN. Data collection was carried out through questionnaires, students’ written productions, and field diary records. The data were analyzed using Content Analysis. The results showed that students initially presented conceptions predominantly based on sensory perceptions and fragmented knowledge, especially regarding the concepts of bases and pH. After the implementation of the didactic sequence, advances were observed in the understanding of acids, bases, pH, and water potability concepts, as well as a greater ability to relate them to contextualized situations. It is concluded that the developed proposal contributed to the construction of more meaningful chemical knowledge and to the approximation between school science and socio-environmental issues.