Bohr's atomic model, active methodologies, and vygotskian principles

Abstract

This study aims to analyze an educational strategy that combined three active methodologies to facilitate teaching and students' scientific understanding of the principles of Bohr's Atomic Model, addressing energy levels and electron transitions between these levels. This exploratory research, with a qualitative approach and participant procedure, was conducted by PIBID/Chemistry scholarship holders and applied to two 3rd-year technical classes in a school in Curitiba, Paraná. The data, gathered through direct observation and feedback provided by the students, were subjected to a methodological analysis that incorporated principles of the inductive approach combined with the theory of subjectivity. The results indicate that the combination of active methodologies facilitated the students' understanding of Bohr's Atomic Model, promoting greater interaction and learning, as well as providing collective and individualized learning, despite the temporal, spatial, and content limitations observed. Furthermore, the analysis also suggests that the students were able to assimilate the presented concepts and apply them in a practical way, demonstrating a solid understanding and the ability to express ideas clearly and in an organized manner.