The teaching of chemistry, in particular, has been the subject of numerous investigations, due to the perception that students often find content difficult to understand, contributing to a loss of interest and student participation in the classroom. For this reason, the use of experimentation plays a fundamental role, since the integration of theory with practice has a significant impact on the learning process. The use of experimentation in an investigative way encourages students to carry out practical experiments, explore and investigate concepts, promoting critical thinking and active participation in the teaching process. Therefore, the objective of this work was to evaluate the learning developed by students in the 9th year of Elementary School through investigative experimentation on the Evidence of Chemical Reactions for classes in the 9th year of basic education. The research was carried out in three stages, the first being, application of a questionnaire, with 57 students, to survey previous conceptions on the subject, the second was the initial carrying out of the experimental activity with an investigative approach and ending with the dialogued expository class. By incorporating the initial and subsequent stages of the class, the students were more attentive, participatory, and curious to know how chemical reactions occurred during the practical class, they questioned and gave examples of the evidence they learned from day-to-day life, about the types of transformation, providing opportunities for dialogue between them and with the teacher and in this way, they seek to assimilate the content more effectively.
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