TEACHING OF CHEMISTRY AND EXPERIMENTAL ACTIVITY PROBLEMATIZED AEP: THE CONTRIBUTION OF THE TEACHING OF CHEMICAL CONCEPTS IN THE TRAINING OF ELEMENTARY SCHOOL TEACHERS

Abstract

The transition of Elementary School Science Education, initial years to the final years, is still a challenge in Basic Education, because it involves changes in both the curricular structure and the profile of teachers and students themselves. Many scientific concepts are taught superficially by elementary school teachers, and may compromise the cognitive level of students during high school. In this context, this research sought to train and assist teachers of the initial years in the organization of Problematized Experimental Activities (AEP), from the skills proposed in the National Common Curriculum Base (BNCC)to investigate chemical learning and the development of students' cognitive abilities regarding the application of AEP. The methodology of the adopted research was of the type research-intervention with the qualitative approach of the teachers of the 5th year of a private school of basic education, in the city of Vila Velha - ES. The analysis of the results obtained in the creation of the AEPs showed that such problematizations caused teachers to deepen in fundamental scientific concepts for Basic Education, confirming that the AEPs allow the advancement of students' cognitive levels.