The influence of 3D tools and an active proposal in learning and teaching of molecular geometry in high school

Abstract

The initial teacher education needs to train teachers who experience the theoretical and practical aspects of the teaching and learning process throughout their graduation. This article brings an experience report of an interdisciplinary proposal experienced by undergraduate students in the first period of the Licentiate Degree in Chemistry at the Federal Institute of Rio de Janeiro, Duque de Caxias campus. The proposal involved approaching the concept of molecular geometry from everyday aspects associated with the 3D universe, allowing students to be motivated to study a topic in chemistry teaching traditionally explored in a mechanical and expository way. Encouraging interaction with the theme and concept through alternative materials mobilized high school students to find solutions to the issues presented, in the light of active learning mechanisms. Along with this, it was also sought to address the impact of these methodologies on the motivation of graduates at the beginning of their academic trajectories.