Building learning through a Didactic Sequence: an experience in teaching Molecular Geometry

Abstract

The insertion of differentiated activities in the educational environment is a valid and promising means in the teaching-learning process, so that they facilitate the construction of knowledge and allow for diagnoses, evaluations, in addition to enabling the self-reflection of the work developed by the teacher. The objective of this study is to report the didactic experience of elaboration, application and evaluation of a Didactic Sequence with diversified resources to teach the content of Molecular Geometry. This study is a qualitative research and had as instruments for data collection the field diary, the participant observation and the application of a questionnaire. The target population was sixteen students from the 1st year of high school at a private school in the interior of the state of Goiás. The results made it possible to carry out a reflective analysis of the teaching-learning process of the participating students, since the combination of a differentiated methodology with different didactic resources, such as recreational activities and a pedagogical game, provided a dynamic and interesting learning process, allowing students to be more involved. In this process of active construction of knowledge provided by research activities, group activities, application of pedagogical games, the teacher can put himself in the role of mediator of knowledge, guiding the activities and intervening when necessary in the process.