Randomized trial evaluates engagement and learning gains in electrochemistry using digital tools in Brazilian schools, suggesting improved outcomes.
Key Points
This research aims to evaluate the effectiveness of a structured learning sequence for teaching electrochemistry across various educational contexts in Brazil.
Qualitative approach involving 118 students and four educators.
Utilized a structured didactic sequence with three pedagogical moments: initial problematization, knowledge organization, and knowledge application.
Data collection included participant observation, conceptual assessments, and analytics from digital platforms.
86% of students in public/rural contexts completed tasks linked to low-cost experiments and digital challenges.
50% of public school students achieved mastery in the final assessment after transitioning from problematization to knowledge organization.
Findings support that integrated active methodologies can enhance understanding in limited-infrastructure environments.