Poluição hídrica por elementos-traço : ensino da tabela periódica por meio de uma sequência didática

Abstract

This research presents a qualitative approach aimed at understanding students’ perceptions of water pollution caused by trace elements, relating it to the chemical content of the Periodic Table, and encouraging reflection on the preservation of water resources. For this purpose, a Didactic Sequence (DS) titled “Unveiling Water Pollution by Trace Elements: A Path to Understanding and Awareness” was designed and implemented over three weeks, comprising six 50-minute lessons. The study involved 16 first-year high school students from a public school in the state of Sergipe. Initially, 15 students expressed sensory-based conceptions about the sources of water pollution. By the end of the Didactic Sequence, a shift in perception was observed, as these students identified additional pollution sources. However, some participants found it challenging to change their initial views. Additionally, 12 students provided reflective responses, fostering socio-environmental reflections and discussions on the preservation of water resources. However, establishing a connection between the topic and chemical content proved difficult for some students.