Representações Esquemáticas das Ligações Químicas: Um Estudo com Alunos do Nível Secundário Apoiado por Recursos Digitais

Resumo

The subject of chemical bonding is formal in nature and prone to the development of errors among
students. This research was carried out at the beginning of the instruction on this subject in secondary
education. It employed representations of the three types of chemical bonds to help students define and
differentiate them. The participants were 27 students, from a 10^th grade class in a school in Portugal,
who faced conceptual and representational difficulties related to this topic. A pedagogical intervention,
incorporating digital resources, was implemented to help them overcome these difficulties. Data collection
instruments included a questionnaire (administered as both a pre-test and post-test), a post-class question,
and an interview to gather students’ opinions on the digital resources used, as well as the difficulties they
experienced before and after learning this topic. The results show significant improvements in the second
questionnaire compared to the first, although not all difficulties were overcome. Overall, students found
the digital resources beneficial to their learning and offered suggestions for further improvement. This
study underscores the importance of these resources in enhancing the teaching and learning of chemical
bond representations and presents student feedback through interviews, providing firsthand insights into
the effectiveness of these tools.