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Electrochemistry is an essential context for understanding current energetic technological processes, especially those that use batteries. On the other hand, it is one of the most neglected subjects in the classroom for reasons of associated complexity. Because of this, we have sought new methodological strategies to overcome the difficulties encountered in teaching practice. Thus, this research aims to investigate the possible contributions of a didactic sequence on the disposal of batteries from the teaching by research for the learning of electrochemistry. A qualitative methodology, a case study, applied in a high school class was adopted. The sequence consisted of six methodological steps: implementation of the problem situation; developed hypotheses; a class on electrochemistry; investigative experiment on the decomposition of batteries in aqueous solutions; systematization and communication of results. The results showed that before the application of the didactic sequence, most of the students did not know the dangers that improper disposal of batteries causes to the environment and did not understand how galvanic cells generate electrical energy from a redox reaction. After the sequence was developed, most students were able to identify and conceptualize the main electrochemical terms studied from a critical thought about this problem.

Investigative didactic sequence for the teaching of electrochemistry addressing the disposal of batteries