The experimentation of youth and adult education: a significant practice in teaching process learning

Abstract

The research aims to investigate the difficulties of of youth and adult education (EJA) on chemistry teaching as well as use of experimental practices as a methodological tool. The work was developed in a group of 4° stage of the EJA mode in a public school Hall in São Miguel do Guamá located in the State of Pará. The research was the qualitative quantitative type. On the first day it was applied a questionnaire in order to investigate what the difficulties of students in chemistry class and, if the teacher used to perform experimental activities. On the second day it was applied a theory lesson on the history and evolution of Atomic Models followed by an experimental practice, the flame Test, and finished with the application of a questionnaire to ascertain the contribution of practical classes in teaching chemistry. Through the results it was found that most students investigated presented difficulties in chemistry lessons and that experimental classes contributed to a better assimilation of the contents seen in theory. Therefore, the use of experimental activities proved to be of great importance in chemistry lessons in class of EJA because it favored the teaching learning process.