Um relato de atividade acerca da estratégia de ensino rotação por estações em aulas de química no contexto de uma escola pública

Abstract

This qualitative field study analyzed the development and perceptions of 11th-grade students engaged in a didactic sequence based on the station rotation model combined with experimentation using alternative materials. The activity was carried out in a public high school in Dourados-MS, Brazil, and organized into four stations: elephant toothpaste; identification of acidic and basic substances; what is science?; and determination of vitamin C content in foods. Data — consisting of students’ statements, gestures, attitudes, and written records — were examined through an inductive qualitative approach. The findings indicate that experimentation associated with active learning methodologies stimulated curiosity, engagement, and participation, fostering meaningful relations between chemical concepts and real-life situations. The study also identified alternative conceptions regarding acids, bases, and science, as well as stereotypical representations of scientists as solitary and predominantly male. Overall, the station rotation model proved effective in promoting student autonomy, decision-making, and involvement with chemical content, while expanding opportunities for dialogue and reflection on science and everyday life.