Theoretical-methodological contributions of the Three Hundred Method in Chemistry teaching at IFCE campus Acopiara

an experience report

Abstract

Chemistry teaching has resulted in great challenges for the teachers, as it presents a certain degree of abstraction, requiring different methodologies to provide learning mechanisms, as well as, reducing the tension involved in assessing the learning process. The present work had as objective to evaluate theoretical-methodological contribution (s) of the use of Three Hundred Method in Chemistry teaching, from an experience report. To this end, we begin with a theoretical-bibliographic analysis related to the application of the Three Hundred Method. Then, we analyze the application of the method as a theoretical-methodological tool in Chemistry teaching. Finally, a reflection was made on the contributions of the application of the Three Hundred Method in the subjects of Chemistry, in the classes of Degree in Biological Sciences at IFCE - campus Acopiara. It was noticed that the Three Hundred Method is an interesting tool to be used in Chemistry teaching, enabling student engagement, reducing tension at the assessment period, improving adaptation to graduation and a mechanism to initiate teaching, providing important experience of future teachers. The method presents itself, therefore, as a useful application methodology in initial semesters, mainly in undergraduate courses, as a way to reduce student retention and dropout.