THE IMPORTANCE OF MEDITATION FOR TEACHING CHEMISTRY

Abstract

This article aimed to research and reflect on the influence of meditation practices on chemistry teaching, as this tool can help improve student performance by optimizing memorization techniques, concentration and emotional stability. Chemistry teaching is still supported by traditional teaching methods, which make this science difficult to understand, thus, a subject with learning relationships shaped by difficulties and which, in extreme cases, establishes a relationship of student disgust. In this context, meditation constitutes an element of the set of Integrated Health Practices (PICs) with several benefits within the most varied environments, such as increased focus, creativity, memory stimulation, conflict reduction and others. This research has a qualitative methodology (LUDCKE; ANDRE, 1986), based, above all, on Vygotsky's (1991) socio-interactionist theory on the relationship between learning and development, reflecting on the union of intellectual and affective aspects in this process. The study revealed that the application of meditation in the school environment proves to be a strong instrument for teaching and learning chemistry, as this tool can help improve student performance by optimizing memorization, concentration and emotional stability.