A Didactic Sequence in concepts related to the study of vitamin C present in fruit pulps

Abstract

The use of experimentation is justified by the contributions in the construction of theory with practice through the contextualization of scientific knowledge, given that the activities are based on real problems that aim to stimulate inquiries in favor of the student's protagonism. Given this, the present investigation aims to propose a Sequence Didactic (SD) addressing experimentation within the teaching of Chemistry in order to facilitate the acquisition of scientific knowledge, having the Theory of Meaningful Learning (TAS) as a theoretical support. The proposed activity consists of theoretical and practical classes through the use of low cost materials in which they can be taught in 1st grade high school classes focusing on the solubility content of organic compounds through the topic of vitamin C. Thus, the work can collaborate in the elaboration of teachers' lessons through this activity that deviates from the vehemently criticized traditional teaching model. In addition, provide understanding of the concepts in a contextualized way through materials commonly used in our daily lives, seeking to explore the existing chemical aspects, making students the authors themselves in the construction of knowledge.