Use of Simulators for Laboratory Equipment in Activity of Investigative Playful Experimentation in Secondary Schools

Abstract

This article relates the construction and the use of simulators of laboratory materials in activities of simple experimentation, using material and alternative reagent. Apart from not residually interfering with the environment, the manipulation of the aforementioned materials does not expose students to any risk. Thereby, such activities can be developed especially in those schools in which a laboratory is not available. The simulators perfectly responded to the expected purposes of the activities, demonstrating the possibility of becoming an excellent didactic resource. The 50 minutes period was enough to develop each individual activity; furthermore, the classroom was the physical space used for the execution of such activities. At the beginning, a study case was presented and students were encouraged to formulate and discuss their hypothesis. In the course of the activities, it was possible to bring students to deconstruct concepts of common sense related to the themes discussed – acid, base, separation of mixtures, amongst others – reconstructing them from the scientific sense. This reconstruction took place in a relaxed atmosphere in which mistakes were corrected without resulting in embarrassments. Meanings were not imposed; instead, they were built by all. Some students reconsidered their initial concepts – incorrect knowledge they had about a specific phenomenon – welcoming the ideas from other students who were better able to explain such phenomenon.

Use of RGB as a Quantitative Method Applied to the Teaching of Analytical Chemistry

“…Na óptica proposta, neste trabalho, o discente e o docente envolvem-se na experimentação de forma cooperativa, investigativa e dinâmica com a utilização de tecnologia que usam os padrões RBG que são funcionais como estratégia para o ensino da espectrofotometria, especialmente durante as aulas não presenciais. Na experimentação investigativa há a discussão por parte dos alunos no processo da elaboração de hipóteses, e o auxílio do professor responsável, mediando as ideias, para o exercício da capacidade de argumentação (Oliveira et al, 2011)…”