Use of didactic sequence in science teaching: Application of active methodologies as a learning simplifier with emphasis on chemistry teaching

Abstract

The teaching and learning of natural sciences and their technologies is of fundamental importance for the education of students in the early years. The subject of science, together with interdisciplinarity, when worked on well in schools, helps students to find answers to many questions. These questions make students constantly exercise their reasoning skills, arousing their curiosity about the origin of things, such as the origin of natural phenomena, as well as exploring what seems different or intriguing to them. In this sense, the Didactic Sequence (DS) to be presented seeks approaches that promote scientific initiation and investigation, encouraging students to think critically and explore the world around them. This article presents two DSs designed to be applied to 9th grade students. The proposal is mainly based on science teaching, with a focus on knowledge objects related to chemistry, seeking to provide an effective strategy to help students understand complex concepts and their application in practical contexts. It is worth noting that the SDs were developed theoretically, but were not applied in the classroom.