As Teorias de Lavoisier e suas Contribuições para a Revolução Industrial: Uma Proposta para o Ensino de Química no Ensino Médio

Resumo

The lack of interest of high school students in Chemistry has challenged teachers to adopt more attractive and contextualized pedagogical strategies. This article describes the proposal, application, and evaluation of the virtual Thematic Workshop “A Química Mudando a Sociedade” (Chemistry Changing Society), carried out with students from the Colégio Militar do Rio de Janeiro. The workshop aimed to integrate chemical concepts, specifically Lavoisier’s contributions, with the historical context of the 19th-century Industrial Revolution, using David Ausubel’s Theory of Meaningful Learning as a foundation. The methodology, conducted entirely online due to the COVID-19 pandemic, involved four stages: registration and diagnosis of prior knowledge (subsumers), study of interdisciplinary materials (advance organizers), integration of concepts, and formative assessment. The results, analyzed through questionnaires and the construction of concept maps, indicated a transition from Rote Learning to Meaningful Learning, especially noticeable in responses requiring interdisciplinary correlation. A student opinion survey revealed high satisfaction with the initiative, highlighting interdisciplinarity and the assessment methodology. It is concluded that the thematic workshop proved to be an effective tool for teaching Chemistry, capable of promoting more meaningful and contextualized learning.