Dicumba Methodology - conjectures and potentialities in the teaching of Chemistry: a descriptive statistical analysis

Abstract This article aims to present and substantiate the conjectures of the Dicumba methodology from a descriptive-statistical analysis about the activity which took place in 7 classes of Basic Education. At the end of the activity, students answered an online questionnaire with 8 assertions on a 5-point Likert scale and 2 discursive questions, interpreted using a mixed approach. Statistical analysis was based on the t-test and the Kruskal Wallis test, assuming the alternative hypothesis for p < 0.05. At the end, there is, statistically, an effect of the gender category on assertion H, of the age category on assertion E and of the school year category on the statement F.