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Electrochemistry in Everyday Life: Evaluation of a Learning Sequence Supported by Digital Tools in Diverse Educational Contexts
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DOI：10.1021/acs.jchemed.5c00662.png)
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Abstract
En 中文
This research investigates the efficacy of a structured didactic sequence for teaching electrochemistry in diverse Brazilian educational settings (public, private, and rural). Based on the three pedagogical moments (3 PMs: initial problematization, knowledge organization, and knowledge application), the intervention integrates an offline application and a Web site as mediators to shift from algorithmic memorization to phenomenal comprehension. Adopting a qualitative approach with 118 students and four educators, the study assesses the impact on engagement and meaningful learning. Data collection included participant observation, conceptual assessments, and platform analytics. Results indicate that linking low-cost experiments─such as homemade batteries─with contextualized digital challenges significantly increased engagement, especially in public/rural contexts, where 86% of students completed the tasks. Regarding conceptual understanding, the transition from problematization to knowledge organization led to measurable gains, with 50% of public school students mastering the final assessment. These findings suggest that integrating active methodologies with accessible digital tools (hybrid models’) allows students to bridge the gap between macroscopic phenomena and submicroscopic representations. The approach demonstrates a robust potential to mitigate educational disparities in limited-infrastructure environments, providing a scalable strategy for contextualized chemistry education that prioritizes scientific literacy over mechanical calculation.
Keywords:
Batteries
Electrochemistry
Redox reactions
Students
Testing and assessment
Electrochemistry
Elementary/High School Education
Computer-Based Learning
Multimedia-Based Learning
Tests/Evaluation
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