RESUMOQuando um determinado conteúdo é trabalhado em sala de aula, o principal objetivo é que o aluno consiga compreender com amplitude aquilo que foi proposto, podendo relacionar os ensinamentos para a sua realidade. Neste sentido, o presente artigo relata a aplicação de uma SE (Situação de Estudo) ao longo de um trimestre, referente ao conteúdo "Origem da Vida e Evolução" em uma turma de 7º ano de uma escola municipal, com vistas a aprendizagem significativa. No desenvolvimento da prática pedagógica foram realizadas diferentes atividades, tais como debates, apresentação de vídeo, desenhos e jogos lúdicos. No término, observou-se que a turma obteve aprendizagem significativa em relação ao tema, já que se manteve em constante participação, interesse e curiosidade durante o desenvolvimento das atividades, caracterizando-se um processo de construção e reconstrução de saberes via ancoragem de novos conhecimentos.Palavras-chave: Aprendizagem significativa. Situação de estudo. Práticas diferenciadas. SIGNIFICANT LEARNING IN SCIENCE TEACHING: THE ORIGIN AND EVOLUTION OF LIFE AS A THEMATIC STUDY SITUATION ABSTRACTWhen a certain content is worked in the classroom, the main objective is for the student to understand comprehensively what has been proposed, and to relate the teachings to their reality. In this sense, the present article reports the application of an SS (Study Situation) during a quarter, referring to the content "Origin of Life and Evolution" in the 7th grade of a municipal school, with a view to meaningful learning discussion, video presentation, drawings and play games. In the end, it was observed that the group obtained significant learning in relation to the theme, since it remained in constant participation, interest and curiosity during the development of activities, characterizing a process of construction and reconstruction of knowledge through anchoring of new knowledge.

To guide the integration of Information and Communication Technologies (ICT) in the classroom, the theoretical model Technological Pedagogical Content Knowledge (TPACK), proposed by Mishra and Koehler in 2006, reinforces the importance of connecting pedagogical, technological, and content knowledge of teachers. This research sought to investigate the literature on how the theoretical model TPACK is being used for the integration of technology in Chemistry teaching. This investigation was based on a Systematic Literature Review (SLR), reaching a sample of 23 articles published in scientific journals from 2006 to 2019. In general, the researches that composed this SLR uses the theoretical model TPACK in a more theoretical way and mostly in in-service teacher training. The lack of research in the Brazilian context signals the need for more work supported by this framework, which can lead to practices that are more aligned with the contemporary needs of Chemistry teacher training.