First impressions of a teaching-learning sequence, from the use of speleothems formation as problem-solving theme

Abstract

The development of materials to be applied in the classroom, in order to bring changes in the way like teaching is happening in schools permeates the debates in Science Teaching. Therefore researchers in the area start to adopt new methodologies, among which it is stressed by this paper Teaching-Learning Sequences (TLS), a european chain, that aims to present a short curriculum to approach specific scientific knowledge in class. The SEA have flexibility, that they allow the adoption of other teaching methodologies and approaches, such as questioning and contextualization of the concepts to be worked. Upon exposed by this article we seek to present the first results through the application of TLS, entitled "Caves: the fascinating underground Brazil", result of the group's activities PIBID/Chemistry/UFS/Itabaiana, in which we tried to work the formation of speleothems and from this point out which concepts that Chemistry makes it plain. Through the development of that SEA also aimed to bring the possible relations of interdisciplinarity. The results thus presented reflect the implementation of an internal validation, as it takes up two application times as research objects to this research, thus the initial responses are taken to problem-solving questionnaire and concept maps drawn up at the end of the process teaching and learning, held together the students of the 2nd year of high school. Through the aforementioned moments are expressed early conceptions involved in the process held and how they came to conceive the theme worked.