Funções orgânicas e cosméticos: apropriações conceituais de estudantes do ensino médio em uma sequência de aulas contextualizadas

Abstract

This dissertation falls within the field of chemistry education in K-12 and is based on the assumption that a contextualized approach can help make teaching and learning processes more meaningful. In this sense, the use of lesson sequences organized around themes relevant to students’ lives, such as cosmetics, proves effective in fostering student engagement and participation, as noted by Coelho and Lima (2020). The relevance of this research is therefore justified by the need to promote pedagogical practices that link scientific knowledge to everyday situations, broadening the possibilities for understanding chemistry content in high school. Within the scope of this proposal, two educational products were developed: the lesson sequence titled “From the Bottle to the Formula: A Sequence for Reviewing Organic Functions Present in Cosmetics” and the educational game “Fatal Beauty: The Final Touch—A Challenge on Organic Functions and Cosmetics.” These materials were implemented with full-time 12th-grade students at a state public high school located in the metropolitan region of Belo Horizonte, Minas Gerais, constituting the empirical field. The study was guided by the following research question: What conceptual understandings of organic functions do 11th-grade high school students demonstrate throughout a series of lessons on the topic of cosmetics? The overall objective was to analyze these conceptual understandings. Specifically, the study aimed to: identify and analyze students’ conceptual understandings of organic functions; identify conceptual misconceptions; assess students’ understandings of cosmetics and their ability to relate them to organic functions; and relate the teaching strategies adopted to the conceptual understandings expressed. Methodologically, the study adopted a qualitative approach. Data collection took place during the implementation of the lesson sequence, using various instruments and activities, such as questionnaires, mind mapping, fanzine creation, threedimensional modeling, and classroom recording. Data analysis was conducted using content analysis, as described by Bardin (1977). The results show that the contextualized approach, using cosmetics as the theme, fostered student engagement and enhanced their understanding of organic functions. We observed the development of the ability to identify functional groups in chemical formulas, relate them to ingredients found in cosmetics, and recognize their applications in daily life. The proposed activities—such as mind maps, threedimensional modeling, fanzine production, and the educational game—contributed to the mobilization of prior knowledge and the construction of more consistent conceptual relationships. Furthermore, conceptual misconceptions were identified and analyzed, which enabled an understanding of the limitations and potential of the learning process. In terms of future directions, the sequence of lessons and the game represent relevant pedagogical alternatives that can be adapted to different educational contexts. The research findings reinforce the potential of contextualization as an approach to teaching chemistry, as it fosters a connection between scientific content and everyday practices, contributing to the promotion of more meaningful learning.