In the Chemistry discipline, the majority of students have learning difficulties, and the teacher
has to adopt methodological techniques that contribute more effectively to the process of
obtaining knowledge. In this sense, this study proposes to investigate how the methodological
strategy using Didactic Sequence (DS) built from Problem-Situations (PS) can contribute to
the teaching and learning process of Chemistry in a school located in the municipality of
Santana do Araguaia/Pará. is a participatory research (Krohling Peruzzo, 2017), which has
first-year high school students as participants. Among them, the SD was applied divided into
six stages: Stage 1 - construction of the script through bibliographic survey in Dissertations
and Theses on the CAPES platform, and articles in magazines; Step 2 - realization of the
theoretical approach of the object of knowledge Chemical Bonds; Step 3 - development of the
experimental activity using problem situations; Step 4 - application of the questionnaire with
questions about the experimental part presented to the group of students participating in the
research; Step 5 - application of the questionnaire on the proposed methodology; Step 6 -
reading and analysis of data from the questionnaires. The results obtained revealed that the
DS aroused in the students the interest in experimental classes, being observed the
involvement, participation and interest during the development of the proposed DS,
legitimizing this teaching and learning strategy. The use of substances and objects present in
the students' daily lives, such as sucrose, sodium chloride, coins, scissors, watches, rings and
water in the execution of the experimental class, made it possible to understand that
contextualized teaching favors the interest in learning the content, contributing to the
understanding of abstract scientific concepts through experimentation as a didactic strategy.
Therefore, we understand that this study will encourage contributions to the teaching of
Chemistry, mainly in the region where the SD was carried out. The considerations about the
research are emphasized, emphasizing the need for continuity of this practice in teaching,
since, for the region, the experimental methodology is still little used.
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