Ensino de química nos anos finais: relato de aplicação de uma sequência didática envolvendo o modelo de Schroedinger e a distribuição eletrônica

Abstract

Chemistry teaching in the final years of elementary school is done within the science discipline. In the ninth year, according to the BNCC, students should learn about atomic models, emphasizing the evolution process of these models over time. One topic usually addressed within this ability is electronic distribution through the Linus Pauling diagram. In this context, the objective of this work was to develop a didactic sequence in order to present Schroedinger's atomic model and, through this, explain the origin of the Linus Pauling diagram for ninth year students from a private school in Sorocaba. The didactic sequence included some themes of quantum mechanics, and featured: a previous activity, an expository class, the elaboration of an electronic distribution model and a final activity. The analysis of the responses to the activities showed that there was advancement in the understanding of the concepts of quantum mechanics by students, even at the introductory level. The atomic representations designed by them after the sequence corroborate the perception of advancement in the understanding of the atomic structure. In addition, the concrete model helped students better understand the new concepts, both during their development and their use to exercise electronic distribution. The application of the sequence allowed to conclude that students in the final years are able to learn concepts of modern physics and that the conceptual discussion in this type of content is very enriching for the maturation of the teaching-learning process. Through these discussions, the exchange between peers and development of the concrete model, students have the possibility of achieving meaningful learning, connecting new concepts to the old and advancing beyond mechanism associated with memorization processes.