Hypothetical and real trajectory of learning in chemistry: an application case

Abstract

The present study aimed at the elaboration and development of a hypothetical learning trajectory (THA) for the study of the content of oxides. The theme chosen to contextualize the elaboration of the problems was based on air and water pollution from a local industry, and its consequences. The proposal was developed in two classes of the ninth year of a school in Volta Redonda. The data obtained, after implementation, were compared with the THA, through content analysis, in order to establish convergences and divergences between the planning stage and the implementation of the trajectories in both classes. As a result, class A obtained a much higher number of registration units (RU) than those previously established, demonstrating effective student participation during problem solving. Group B also reached a higher number of UR than expected, however, lower than that of group A. Despite this, the questions and notes of the second group were more related to the content and the theme worked on. In this way, THA achieved its objective of guiding the teaching and learning process, making the teacher/researcher to be, in a way, prepared to lead the students' learning path.