O movimento maker no ensino de química: estimulando o protagonismo estudantil com o vulcão químico

Abstract

The constant transformations of contemporary society, driven by rapid technological advances and the widespread dissemination of knowledge, have presented major challenges to education, especially with regard to teaching practices and encouraging student leadership in the learning process. To face these challenges, it is essential that teachers adopt methodologies capable of engaging 21st century students, promoting active and meaningful learning. In this context, the maker movement emerges as an active and innovative methodology, originating in the United States in the 1990s, which has consolidated itself as a valuable pedagogical tool. By encouraging making and experimentation, the maker movement places the student at the center of the educational process, transforming them into the protagonists of their own knowledge. Therefore, this research project has as its theme: The maker movement in chemistry teaching: encouraging student leadership with the chemical volcano. In order to analyze how the incorporation of the maker movement as an active methodology can promote student protagonism and enhance the teaching-learning process in chemistry, through the construction and experimentation of a chemical volcano. Therefore, we outlined a qualitative-quantitative methodological approach of applied, descriptive research with the methods of participatory research and case study. The chosen locus were three classes of the 3rd year of high school of a public school in the city of Macapá/AP. Data collection was done through the application of a questionnaire and participant observation. The results obtained showed that the maker practice played an essential role in the construction of knowledge by the students, providing a significant assimilation of the scientific content worked on, as indicated by the high index of the analysis (98.3%). These results reinforce the effectiveness of this approach in improving cognitive processes and internalizing knowledge. Furthermore, this approach sparked students' interest in new training experiences based on active methodologies, reaffirming its effectiveness as an innovative pedagogical strategy.