Ensinando hidrólise salina por meio de blog na perspectiva do ensino híbrido

Abstract

The chemical reactions of saline hydrolysis have been pointed out by high school students as a content that is difficult to learn because it is an abstract subject that previously depends on the mastery of some chemical knowledge. With the intention of minimizing this problem, the blog “Learning Saline Hydrolysis” was created as a digital didactic resource, which required research, planning and development of activities that enabled the teaching-learning process in Chemistry online and from the perspective of the active methodology of blended learning. When it comes to teaching blended learning, two models were applied: inverted classroom and rotational laboratory. The activities proposed in this research work were developed interactively between teacher and students, concluding in the construction of a blog as an educational product. focused on the teaching-learning of chemical concepts about saline hydrolysis. The research was carried out involving 28 students from a 2nd year high school class of Uberaba State School (MG). Eighteen classes were distributed between February and April 2019. The students performed part of the activities using the Educaplay® platform and the blog “Learning Saline Hydrolysis” by accessing them via computer, tablets and smartphones. Students were presented with an associative problem between chemical knowledge and daily life involving “saline hydrolysis”. In this context, students' previous chemical knowledge of inorganic chemical functions (acids, bases and salts) and salt dissociation in aqueous media were assessed by applying a questionnaire. Student response analysis was categorized as satisfactory, partially satisfactory and not satisfactory. Most students have demonstrated learning difficulties from previous chemical concepts. At the end of the activities applied in this research project, a new student evaluation was carried out. The students' final evaluation showed improvement in the learning of chemical concepts when compared to the questionnaire applied in the initial phase, as well as the learning about the concepts that involved the whole discussion about saline hydrolysis. The use of the blog as a digital resource was found to be well accepted by students, which, with the application of the active methodology based on blended learning, contributed to the improvement of the teaching-learning quality of chemical concepts on saline hydrolysis.