Abstract:
This article aims to present a methodological design for experimental activities that seeks to develop a critical, reflexive education, through the change of mind and critical awareness of science and its relations to social, economic, and environmental realities. Therefore, the primary theoretical references that configure this methodology derive from Critical Theory, from the characteristics that guide investigative experimental work, and the concepts and principles of Green and Sustainable Chemistry. Based on these theoretical-methodological perspectives, the Formative Experimental Approach emerges, organized into five phases. The study aims to contribute to overcoming simplistic visions that compromise the understanding of the role of Experimentation and the construction of theoretical and methodological paths that enable a more critical approach to sustainable development.
Keywords:
Chemistry teaching; Experimentation; Sustainable development; Critical training; Critical theory