ENVIRONMENTAL ISSUES: A PROPOSAL FOR TEACHING OXIDES IN HIGH SCHOOL

Abstract

This article presents an account of the implementation of a research project focused on teaching oxides through the lens of contemporary environmental issues, developed with a second‑year high school class. The proposal sought to connect chemical concepts related to oxides with current environmental problems such as air pollution, the greenhouse effect, acid rain, and climate change, while analyzing how different oxides released into the atmosphere contribute to phenomena such as the greenhouse effect, global warming, and acid rain, as well as identifying chemical and social actions that may mitigate these impacts. The methodology was grounded in the principles of Meaningful Learning and the STSE (Science, Technology, Society, and Environment) perspective, aiming to promote a critical understanding of environmental issues and enable a contextualized and concrete application of oxide‑related content. The results showed that the investigative and experimental approach encouraged active student participation, enhancing their ability to relate chemical concepts to real situations and to understand the socioenvironmental impacts associated with atmospheric oxides. Experimental activities contributed to more meaningful learning by allowing students to visualize phenomena previously discussed theoretically and to develop greater critical awareness regarding environmental issues. It is concluded that the integration of theory, experimentation, and contextual problematization fosters more consistent learning and strengthens scientific and civic education, demonstrating the potential of innovative methodologies for Chemistry teaching aligned with sustainability.