Visões e virtudes pedagógicas do ensino experimental da química: o que dizem professores de química que utilizam a experimentação em suas práticas pedagógicas?
This scientific research has been done in order to investigate the pedagogic use of ‘technical experimentation’ by Chemistry teachers who use it in school classrooms: What kind of challenges or problems they face by using this mean? What kind of practical contributions they can afford to the Chemi...
| Autor principal: | MOURA, Geziel Nascimento de |
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| Grau: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Pará
2012
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.ufpa.br/jspui/handle/2011/3114 |
| Resumo: |
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This scientific research has been done in order to investigate the pedagogic use of ‘technical experimentation’ by Chemistry teachers who use it in school classrooms:
What kind of challenges or problems they face by using this mean? What kind of
practical contributions they can afford to the Chemistry teaching and learning? The
empiric material we have produced at this time has been built and written by a very
specific source. This source has been an amount of interviews with two distinct
groups of Chemistry teachers. The first group works with high school students and
the second one do it with Chemistry baccalaureate alumnus. The collected material has been organized, reviewed and analyzed following some methodological rules and narrative and (auto) biographic research. The analysis itself was made by
comparing the concurrent aspects in the discourse enounced by the two groups of
teachers. The result of the all analysis indicates that the conceptions about
experimentation assumed by the ‘subjects-teachers’ a little bit or even nothing are
different from those found in researches made with a group of professors who never
use practical classes. In this way has prevailed the understanding that the
pedagogical use of ‘experimentation’ as an important teaching strategy if it can be
added to the related theory as well. At this point it is necessary to say that the
experimentation has its own motivation, forming a particular character. The
interviewed teaches maintain an old and repeated report that the bad and weak
infrastructure limits seriously the pedagogic use of experimentation in scholar
scientific studies. This seems to be a very discourse which is ever present in the
speech of a huge group of professionals, even when these structural conditions (or
their absence) don’t be necessarily experimented by them in their respective work
places. It is also important to say that these teachers usually talk about this subject
not as a personal challenge but simply like a way to express their generalized opinion
about the experimental teaching. A important aspect to be considered among all
results obtained in this research, is about the fact that the subjects-teachers often
attribute to the professors qualification some sort of challenge to be won. In fact, they
say that this aspect is quite fundamental to become effective a experimental teaching
at schools, even when the manifested technical formation would be limited by a
technical dimension. |