The Dichotomous Key as a Didactic Strategy for Teaching Chemistry in Youth and Adult Education.
Youth and Adult Education (EJA); Chemistry Teaching; Active Methodologies; Dichotomous Key
Chemistry teaching is still often characterized by traditional methods, focusing on oral presentation and memorization. This method does not always meet the needs of Youth and Adult Education (EJA) students, who face various challenges, such as fatigue after work, class diversity, and a history of school interruptions. With this in mind, this dissertation sought to investigate how adapting the identification key, typically used in Biology, could be used as a teaching tool for teaching and learning Organic Chemistry. The proposal was developed with a more active and participatory approach, allowing students to construct knowledge through inquiry. The research was conducted at a public school in Porto Velho, Rondonia, with third-year high school students in EJA, using a mixed approach (qualitative and quantitative) and the action research method. The teaching sequence consisted of seven sessions, in which students used the adapted dichotomous key and molecular kits. The results showed greater student engagement, development of logical reasoning, and a better understanding of the concepts of isomerism. Furthermore, Student's t-test statistically confirmed a significant improvement in student performance between the pre- and post-test. Based on these data, it can be concluded that the identification key can be a valuable tool in teaching Chemistry to EJA students, helping to make classes more dynamic, accessible, and connected to the students' realities.