Re-signifying Chemistry Teaching through Project-Based Learning about pH

Abstract

Project-Based Learning (ABProj) is an active teaching methodology that allows students to develop knowledge through real-life projects or challenges. This study aims to use Project-Based Learning to enhance students’ communication skills, organization, and protagonism, integrating different types of knowledge by structuring the chemistry discipline around the pH content. To achieve these objectives, the project was organized into six moments collaboratively by the teacher and high school students. The actions were based on the theoretical and methodological assumptions of Project-Based Learning. As a result, the students published a school journal titled “Demystifying the pH of Foods”, which contained the project’s results. It was observed that teaching through this active methodology increased the students’ involvement, curiosity, and participation in classes. In conclusion, this teaching method fosters student development and the possibility of making student learning a commitment capable of consolidating knowledge and developing skills beyond school content.