Music as a Ludic Tool for Learning Intermolecular Interactions of Organic Compounds

The search for diversity in the chemistry teaching provides alternative methodologies that improve learning of students from different social levels. Among many strategies, the music is a promising tool to be used in the classroom, since the high school students have a special affinity with this expression of art. In this context, this work proposes the construction and application of musical parodies as a facilitating tool for the learning of chemical concepts related to intermolecular interactions of organic compounds (IICO), in view of the difficulties presented by high school students in relating the theory of this subject to everyday phenomena. A methodological path was created with a sequence of activities, which enabled students from the 3rd grade of a public school in the county of Russas (Ceard/Brazil) to create and present their own musical parodies in association to the proposed chemical concepts. An action-research process was developed by applying some research instruments, such as quiz, classroom discussion, among others. Seven parodies were produced by the student groups in this study. Textual discursive analysis (ATD) was used for assessing the data referring to the lyrics of the musical parodies created. The results indicated that the production and socialization of parodies favored the learning process of the content regarding intermolecular interactions, as well as the association of these concepts with common visible (macroscopic) phenomena, thus motivating students to be engaged in the construction of scientific knowledge. About 97 % of the participating students indicated that this learning strategy should be used more often by teachers.