Interações intermoleculares: estudo da sua abordagem nos livros didáticos aprovados pelo Programa Nacional do Livro e do Material Didático e no Exame Nacional do Ensino Médio

Abstract

This research aimed to investigate the existing relationships in the approach of Intermolecular Interactions in Chemistry textbooks, approved by the National Book and Educational Material Program in the trienniums from 2012 to 2018, and in the questions of the area of Natural Sciences and its Technologies of the National High School Exam, applied from 2012 to 2019. The study of Intermolecular Interactions is important as it provides an opportunity to understand the behavior of molecules in different physical states and how they influence the physical properties of matter. We performed data collection following two steps: the first consisted of survey and selecting of the textbooks on the website of the National Book and Educational Material Program, and the question book of the National High School Exam on the website of the National Institute of Educational Research Anísio Teixeira. The second was the identification of chapters and issues specifically dealing with Intermolecular Interactions, through the search for keywords: Intermolecular Interactions, Intermolecular Forces, Chemical Interactions, Dipole-Dipole, Permanent Dipole-Dipole, Induced Dipole-Dipole, Hydrogen Bond, Induced Dipole-Dipole and also Ion-Dipole. On the other hand, the interpretation of the data obtained was made from the creation of categories following the rules of Content Analysis, according to Bardin (2011) . In both objects of studies - textbooks and questions - we identified that the names given to Intermolecular Interactions and their classification, as well as the relationship between them and the physical properties (Boiling Point, Solubility, Surface Water Tension), are approaching in both materials. In relation to the name, we noticed a variation in the books of the different authors. As this subject can be explained at the symbolic level, we also noticed the presence of chemical formula and equation, graphs, charts, tables in both objects, but the images and an experiment proposal to help the presentation of the subject were restricted to books. In addition to Intermolecular Interactions, some of the chapters analysed mentioned ion-dipole interaction but without highlighting it, since their approach appeared in a box, apart from the main text, which seems to be a complementary approach and not the main subject of the chapter. However, one of the questions evaluates this interaction with the Intermoleculars and the student must differentiate between them. We can conclude that the textbooks and the questions of the National High School Exam are aligned in some aspects in the approach to Intermolecular Interactions, and that the former can be an important source of study for the students and as a resource for Exam preparation. But it is up to the teacher to make the complements, which are necessary, and to work on the skills proposed in the matrix of this Exam, using the methodology he/she considers most appropriate to the context and demands of his/her students.