2024-09-092024-09-092018-08-07SANTOS, Aida Castro dos. O ensino e aprendizagem do conteúdo de ligação química na disciplina de ciências: na percepção dos alunos do ensino fundamental II. Orientador: Manolo Cleiton Costa de Freitas 2018. 28 f. Trabalho de Conclusão de Curso (Especialização em Educação em Ciências na Contemporaneidade) – Campus Universitário de Breves, Universidade Federal do Pará, Breves, 2018. Disponível em: https://bdm.ufpa.br/jspui/handle/prefix/7177. Acesso em: .https://bdm.ufpa.br/jspui/handle/prefix/7177The teaching of chemistry in elementary school is considered recent and its practice follows educational proposals that resemble the educational model as a basic theory expressed in the classroom, based also on the mere transmission of contents and having as exclusive resource the textbook and the However, the methodologies used by teachers are gradually changing, with the insertion of didactic resources and the adoption of practices in the learning process. The approach to the concept of chemistry in the ninth grade of elementary school requires the student to have a deeper and more intense understanding, increasing the ability to connect what is seen in the classroom with daily situations, such as questioning, analyzing and observing everyday situations. The difficulties of the students in understanding the contents of Chemistry appear soon in Elementary Education, when they have the first contacts with the discipline. The content of chemical bonding is pointed out by some authors as one of the ones that present more difficulties for the students. The orientation of the PCNs of Natural Sciences is for a simpler approach of the contents, trying to prevent to be approached in detail, therefore, it is not viable in this level of schooling. In this perspective, the present work has as pretensions to discuss the conceptions that the students of the ninth year of elementary school have on the learning of the content of Chemical Bonding. Based on a qualitative field survey using a questionnaire, in which 68 students from 02 public schools in the municipality of Breves-Pa participated. After analyzing the research results, it was identified that one of the main factors contributing to a "precarious" teaching in the student's vision is directly related to the formation of the science / chemistry educator who, as the main articulating agent of the teaching and learning process , it would need to devise relevant methods to facilitate learning and arouse greater interest in students, thereby curtailing the failure of their work. It was also possible to realize that the science / chemistry teaching requires more practical classes because the students showed interest in classes with these characteristics and that gradually the teacher seeks to diversify their teaching methodologies.Acesso AbertoEnsino fundamentalConteúdosLigações QuímicasEnsino de CiênciasElementary EducationContentsChemical BondingScience TeachingCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOTrabalho de Conclusão de Curso - Especialização