ACTIVE LEARNING IN ELECTROCHEMISTRY TEACHING

THE “SURVIVAL CELL” ACTIVITY

Abstract

The difficulty in learning complex subjects, such as electrochemistry, often stems from the absence of teaching strategies that connect theory and practice. In high school, traditional approaches tend to lead to mechanical and decontextualized learning. This study analyzes the effectiveness of active methodologies in teaching electrochemistry, with a focus on the "Survival Battery" activity, applied in a class of the technical chemistry course at the Federal Institute of Alagoas (IFAL). Based on the principles of problem-based learning (PBL), the study indicates that student protagonism and the connection between theory and practice are central elements for meaningful learning. The research, with a qualitative and quantitative approach, consisted of applying the aforementioned practice and evaluating the results through an electronic form. The data revealed that 89.5% of the students considered the activity useful for connecting theory to practice, and 84.2% classified it as more effective than traditional classes. It is concluded that the "Survival Battery" is a valuable tool for promoting engagement, autonomy, and the development of critical thinking.