Contextualized treatment of environmental content in the subject Chemistry in Senior High School (Original)

Abstract

The objective of this article is to present the results of the application of a methodology to develop the contextualized treatment of the environmental content in the subject Chemistry in Senior High School, based on the structure-property-application relationship of chemical substances. To carry out the study, theoretical and empirical methods were applied; among them, the systemic-structural-functional and modeling to theoretically represent the structure of the studied process, synthetized in the methodology for the contextualized treatment of the environmental content in the subject Chemistry, as well as the hypothetical-deductive. In the case of the empirical methods, the pedagogical test was applied to determine the learning level of students about chemical content in relation to environmental content in the subject Chemistry, before and after the implementation of the pre-experiment, in order to corroborate the effectiveness of the methodology through the pedagogical experiment. The methodology makes possible the contextualized treatment to the environmental content in the subject Chemistry, departing from the integration with the general and specific guidelines and leading ideas of Chemistry and allows linking the contents of this science to real situations of the environment. The results obtained show the effectiveness of the methodology, after its implementation, which corroborates the hypothesis proposed, with respect to favoring the learning of chemical content in relation to environmental content in students.