Peer Instruction proposed as active methodology in chemistry education

Abstract

This work  is an exploratory case study on the active methodology known as Peer Instruction. Its overall goal is to understand the functioning of this methodology and theories involved through literature review and practice. We adopted sociointeractionist theory of Vygotsky and meaningful learning theory of David Ausubel, as theoretical framework for understanding some aspects of the method. We want to investigate the mechanism of the method and the attitude of the students, its applicability in the field of chemistry, the difficulties, advantages and disadvantages. Thus, we carried out the study in four classes of the first year of a High School in a public school in the city of Viçosa, involving about 160 students at all, over a didactic sequence on topics of stoichiometry. It was noted that the peer discussions were fruitful and that students appeared to be highly motivated with the new methodology. Also noted is that the students got some resistance to the proposal of the inverted classroom - even being a very important aspect for the proper functioning of the method - in which they were encouraged to carry out the prior reading of the contents before school. It was concluded that the Peer Instruction is an adequate method for chemistry teaching. This study allowed the elucidation of important and underlying concepts for students and provided new ideas and new horizons on the method and continuing research.