Composição química dos alimentos: concepções de estudantes que denotam aprendizagem mecânica e aprendizagem significativa

Abstract

This study investigated high school students’ conceptions about the chemical composition of food, aiming to identify signs of rote or meaningful learning based on David Ausubel’s theory. An initial diagnostic assessment applied to teachers and students revealed gaps in understanding chemical concepts related to everyday food. A thematic workshop was then conducted, including experimental and contextualized activities over one week, focusing on nutrients, food labels, BMI, food additives, and chemical reactions in food. Analysis of preand post-assessments showed positive evolution in content understanding, with several signs of meaningful learning through anchoring new knowledge to prior concepts. The research used a qualitative and interpretative approach, encouraging student protagonism through experimentation, dialogue, and practical application of knowledge. Results indicate that contextual and interactive activities support meaningful learning and can serve as an effective alternative to traditional Chemistry teaching, especially when connected to familiar topics such as food.