DICT as a Cultural Tool to Higher Education in Chemistry

• Autor(a) principal: Gois, Jackson
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/4106

Abstract: The objective of this work is to describe how a group of undergraduates in chemistry elaborates meanings about the use of technologies in activities during their teaching practice. Based on the theoretical framework, this knowledge is conceived as cultural tools that can be internalized by the undergraduates. We also use elements of the TPACK framework, which help to delimit the knowledge presented by the undergraduates. In the analysis of the data we used Discursive Textual Analysis to analyze the undergraduates’ discourse in a questionnaire of previous conceptions, an interview, a seminar and a final teaching practice report. The categories used were TK (technological knowledge), TPK (technological pedagogical knowledge) and TPACK (technological pedagogical and content knowledge). The results indicate that the undergraduates show evidence of increased mastery of TPACK throughout the activities, and also exhibit the appropriation of technological cultural tools, showing conflicts when using them and also showing critical conceptions about the possible articulations of TPACK. Keywords: Higher Education. Chemistry. Cultural Tool. TPACK.