Análise de interesse a partir de uma atividade investigativa sobre as reações químicas no cotidiano

Abstract

The objective of this research was to analyze the level of investigative freedom and students' interest in the study of chemical reactions through the application of a structured didactic sequence. The study was conducted with 15 high school students from a public school in the northwest of Paraná, over the course of ten sessions, using a didactic sequence designed to stimulate students' autonomy, curiosity, and protagonism in the learning process. The evaluation of the investigative activities (IA) followed the levels of openness proposed by Pella (1961), while the analysis of individual interest was based on the Four Phases of Interest Model by Hidi and Renninger (2006). Regarding the levels of freedom in the investigative activities, most student groups reached Pella’s level 3, indicating a high degree of investigative freedom and critical engagement. As for individual interest, the results showed that most participants reached phase 2 of Hidi and Renninger’s model, characterized by sustained interest, while three students reached phase 3, indicating an emerging and well-developed individual interest. Furthermore, the activities carried out contributed to the development of practical skills such as planning, data analysis, problem-solving, and the connection between theory and practice, thus strengthening chemical knowledge in real-life contexts. Despite the progress observed, some challenges were encountered during the research, including unstable internet access, students’ limited familiarity with computers, rebuce time for research, and difficulties in collaborative work, which affected some groups. The data obtained reinforce the positive impact of investigative teaching in increasing students' interest in Chemistry, as well as its contribution to meaningful learning connected to everyday life.