A metodologia ativa POGIL para a compreensão conceitual do equilíbrio químico no ensino médio

Chemical equilibrium is alluded to in the literature as one of the most difficult topics to be taught in High School. The inherent nature of the conceptual understanding of the chemical equilibrium has been the focus of the investigation by several researchers, in a wide variety of contexts. We analyzed the results of a pedagogical intervention based on the active teaching methodology POGIL - Process Oriented Guided Inquiry Learning - and its impact on the construction of scientific concepts related to chemical equilibrium, with emphasis on dynamic and reaction aspects. The intervention, characterized as qualitative research, was carried out with students from a public state school in Brazil and mediated by a professional master's student. Participant observation was used as a data collection method and content analysis as an interpretative data analysis method. The results were evaluated through data triangulation among the research collection instruments: POGIL activities, pedagogical tests learning assessment, questionnaires, and field notes. We analyzed it from the perspective of socio-interactionism and found that students became more participative during the application of the POGIL methodology, and most of them were able to improve their understanding of the scientific concepts related to a chemical reaction in the equilibrium state.