Análise sensorial: aplicação de uma sequência didática contextualizada no ensino de funções orgânicas

Abstract

Contextualizing the contents of chemistry subjects in a playful way is a way to contribute to the teaching/learning process in a pleasant and effective way, in addition to arousing the interest of students. In this context, this work aimed to develop a didactic sequence on organic functions, the oxygenated and nitrogenous ones, and on the solubility of organic compounds based on the theme Sensory Analysis. The activities were applied in a class of the 3rd Grade of High School of a Public School in the city of Itacoatiara. The methodological procedures for the elaboration of this project were based on the quali/quant approach, characterized by using the results of one method to assist in the interpretation of the other method and thus discover the paradox that leads to reconsider the research question. The teaching methodology followed a didactic sequence that included the following activities as a teaching instrument: a memory game, a Quiz and Experimentation with the use of smell and tasting. As a result, qualitative reports were obtained to verify the students' perception of knowledge and understanding of the subjects, as well as questionnaires and quantitative graphs that showed that the methodology used contributed to the students' learning, allowing them to understand the content Organic Functions in a dynamic way. and attractive, providing them with fun, knowledge, socialization, proactivity and authenticity. The graphs generated with data from the questionnaires show that in the Final Questionnaire there was a greater amount of positive results in relation to the Initial questionnaire, with question 1 getting 37% more correct answers than in the Initial Questionnaire, question 2 with 48%, question 3 with 11%, question 5 with 42%, question 6 with 22%, question 7 with 26% and question 8 with 64%.