Chemistry quiz, an introduction to chemistry content in a contextualized way for high school students

Abstract

Understanding the role of actions aimed at the initial training of undergraduate students, as well as the importance of using different methods and instruments in the teaching and learning process, the present work aims to carry out a survey of the prior knowledge of students in a class high school education about understanding the concept of acid-base, through a Quiz. The present study was carried out at the Federal Institute of Education, Science and Technology of Bahia - Ilhéus campus in partnership with scholarship holders from the Institutional Teaching Initiation Scholarship Program, through the development and application of a Chemical Quiz. In order to identify the knowledge arising from the students' participation when inserted in a practice consisting of an educational game, as an alternative to address aspects relating to the history of chemistry and acid-base content, a satisfaction questionnaire was applied, which was subsequently subjected to Discursive Textual Analysis, this approach enabled the identification of units of meaning, and consequently, the categorization of data obtained through student responses. Through the answers, it was observed that the majority of students did not present major difficulties with regard to resolving the questions. For many, the implementation of activities of this nature is still new, as it is characterized as something different from the scenario they usually witness in classes. With regard to the Quiz and its potential, we conclude that it is a great ally both in arousing the interest of students and in creating bonds and interactions between fellows-students, teacher-students and between the students themselves in the class.