Webquest como Estratégia Didática para a Problemática dos Conceitos Químicos e a Promoção da Aprendizagem Significativa

Abstract

This study investigates the potential of the Webquest methodology in Chemistry teaching as a strategy to promote meaningful learning. The research was conducted with students from the 3rd year of Integrated High School, using an action research approach. The Webquests were developed based on everyday situations and applied over two school terms, culminating in the creation of a Chemistry Newspaper. The methodology encouraged student protagonism, group cooperation, and the connection between theory and practice, fostering knowledge construction through critical reflection and guided internet use. The results showed increased student engagement, improved understanding of chemical concepts, and greater interest in the subject. The proposal proved effective in transforming traditional pedagogical practices and integrating digital technologies into the educational context, as supported by authors such as Dodge (1995), Ausubel (1982), and Tripp (2005).