Demonstrative experimental activities as Chemistry teaching strategy in the absence of a laboratory

Abstract

The laboratory is a component preponderant for the teaching of Chemistry. But, his absence should not condition the learning of their contents, in spite of being a refuge for many teachers, the one of no adopter, as teaching strategy, the experimental activities. In this investigation, the inherent results are presented to the study accomplished in the Faculty of Social Sciences and Humanity of Namibe University, whose objective was to verify the impact of the demonstrative experimental activities, as strategy of teaching of the Chemistry, in the laboratory absence. The study was evidenced in an approach qualitive-quantitative, descriptive, and in a research action, in agreement with the procedures accomplished in a sample no probabilistic and, intentionally, constituted by 40 students of the 2nd year of the course of Chemistry. Was accomplished in four stages, namely: scientific observation, allied to the bibliographical revision; application of the initial inquiry; planning and materialization of two classes, being a theoretical one, and other theoretical-practice with demonstrative experimental actividades, culminating with the application of final inquiry, that allow to value the strategy now applied. The results revealed to be a satisfactory teaching strategy, because, besides allowing the teacher to accomplish that type activities in the classroom, with accessible materials, that provides to the students a motivational atmosphere and interactive, promoting a significant learning of the contents and his integration daily in the absence of a laboratory.