The Use of the Station Rotation Technique in the Teaching and Learning of Acids and Bases

Abstract

The Cooperative Learning technique, as a pedagogical practice in Chemistry education, fosters active student participation, interaction, and the collaborative construction of knowledge, emerging as a promising alternative for overcoming contemporary educational challenges. This study primarily aims to analyze the applicability of a didactic sequence based on the station rotation technique within the teaching-learning process regarding acids and bases in a public high school class in the Alto Oeste Potiguar region. The research employs a qualitative, exploratory, and action-research approach, utilizing the station rotation technique—comprising four stations with interdependent activities—to cover the topic of acids and bases. Data collection instruments and techniques included observations, a digital field journal, a prior knowledge assessment, and concept mapping. The results demonstrate that this cooperative technique brought about a significant shift in student attitudes during Chemistry classes, transforming them into active, autonomous agents who take ownership of their own learning process. It is concluded that developing this proposal—which complements traditional methodology—holds great potential for content assimilation; furthermore, it encourages academic study and discussion regarding the use of this technique in Chemistry education at the basic education level, thereby contributing to overcoming limitations within the educational context.