IMPACTS OF EXPERIMENTAL ACTIVITIES ON CHEMISTRY TEACHING: LEARNING, MOTIVATION, AND SKILL DEVELOPMENT IN HIGH SCHOOL

Abstract

Chemistry teaching at the high school level faces significant challenges, as it is often perceived by students as abstract, complex, and disconnected from everyday life. In this context, experimental activities emerge as a fundamental pedagogical strategy to promote meaningful learning, motivation, and the development of scientific skills. This study investigates the impact of experimental practices on the teaching and learning of Chemistry, focusing on students’ conceptual understanding, engagement, and skill development. The research adopted a mixed methodological approach, combining bibliographic review and field research. Data were collected through a questionnaire applied to 113 high school students from the 1st, 2nd, and 3rd grades in two schools located in Sobral, Ceará, Brazil. The results indicate that most students recognize experimental activities as essential for understanding chemical concepts, relating theory to practice, and increasing interest and motivation in Chemistry classes. Additionally, students highlighted benefits such as the development of critical thinking, teamwork, curiosity, and practical skills. However, the findings also reveal limitations in the frequent use of laboratory activities, mainly due to structural constraints and pedagogical challenges. The study concludes that experimental practices play a crucial role in Chemistry education and should be strengthened through curricular planning, teacher training, and investment in school infrastructure.