Aplicação da química forense no ensino de química orgânica para o ensino médio

Abstract

ABSTRACT This dissertation presents an investigative teaching proposal based on Problem-Based Learning, using Forensic Chemistry as a scenario for Organic Chemistry classes in High School, applied in two classes of the third year of High School at night, at Escola Estadual de Ensino Médio João Loyola, Serra Sede-ES, with a total of 88 students. Groups of a maximum of five students were formed, representing teams of experts to investigate a service order from the chief delegate, in this case, the teacher. The complaint investigated was a possible adulteration of common gasoline fuel. The groups researched the composition of this fuel, its quality parameters and the analytical technique used for its quality control, in addition to possible forms of adulteration. A questionnaire with questions was delivered to guide the students/experts to carry out the research and find answers. Then, the students planned the investigation and physical-chemical analysis that they should carry out. In the collection of samples, the fuels were analyzed in the laboratory by the students in order to verify compliance with the rules of the National Agency of Petroleum, Gas and Biofuels. The groups presented the results to the “chief delegate” through physical-chemical analysis, oral presentation and comics. The questions during the application of the methodology served to review the content of Organic Chemistry addressing topics such as: (i)characteristics of the carbon atom, (ii)classifications of chains, (iii)representations of organic chains, nomenclature of organic compounds, (iv )organic functions, in addition to these, Organic Chemistry was also addressed, addressing the solubility of organic compounds, intermolecular interactions of organic compounds, and plane isomerism and organic reactions. With continuous monitoring at all stages, the Organic Chemistry teaching proposal, articulated with fuel adulteration, enabled the formation of critical thinking, responsibility for learning, collaborative work, autonomy, creativity, argumentative skills, articulated decision-making and contextualized, skills inherent to investigative methodologies. From this experience, an educational product was elaborated in the form of a didactic guide for the construction of a scenario involving Forensic Chemistry, in addition to the elaboration and creation of comics.