Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focus

Detalhes bibliográficos
Autor(a) principal: Rigue, Fernanda Monteiro
Data de Publicação: 2022
Outros Autores: Sales, Tiago Amaral, Dalmaso, Alice Copetti
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4389
Resumo: The present article intended to analyze, from a descriptive case study (YIN, 2005) of the conceptions of students of the Undergraduate Chemistry course of a Federal Public Institution in southeastern Brazil, the process involving the selection and analysis of chemistry textbooks. Produced by a qualitative approach and through an online form, the students' answers were submitted to the methodology of Content Analysis (BARDIN, 2011). The result of the research is that the students recognize the importance of textbook analysis during the experience of the initial training curriculum, envisioning the implementation of this knowledge in their future teaching work. As part of the discussion, the notion of time is pointed out, a dimension disputed by neoliberal practices, emerging as an important element that crosses the selection and analysis of textbooks, both in the initial and continued formation of teachers, and in the teaching practice of school education.
id UCS-4_6858a3be5e2586f937931f0b7aa16027
oai_identifier_str oai:ojs.pkp.sfu.ca:article/4389
network_acronym_str UCS-4
network_name_str Revista de Ensino de Ciências e Matemática - REnCiMa
repository_id_str
spelling Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focusSelección y análisis de libros didácticos para la Educación en Química: concepciones de futuros profesores/as en focoTeacher EducationSciences TeachingTextbooksCurriculumFormación DocenteEnseñanza de las CiênciasLibros DidácticosCurrículumThe present article intended to analyze, from a descriptive case study (YIN, 2005) of the conceptions of students of the Undergraduate Chemistry course of a Federal Public Institution in southeastern Brazil, the process involving the selection and analysis of chemistry textbooks. Produced by a qualitative approach and through an online form, the students' answers were submitted to the methodology of Content Analysis (BARDIN, 2011). The result of the research is that the students recognize the importance of textbook analysis during the experience of the initial training curriculum, envisioning the implementation of this knowledge in their future teaching work. As part of the discussion, the notion of time is pointed out, a dimension disputed by neoliberal practices, emerging as an important element that crosses the selection and analysis of textbooks, both in the initial and continued formation of teachers, and in the teaching practice of school education.El presente artículo ha querido analizar, a partir de un Estudio de Caso descriptivo (YIN, 2005) de las concepciones de discentes de la Licenciatura en Química de una Institución Pública Federal del sureste de Brasil, el proceso envolviendo la selección y análisis de libros didácticos de Química. Producidas por un enfoque cualitativo y a través de un formulario en línea, las respuestas de los/as discentes fueron sometidas a la metodología de Análisis de Contenido (BARDIN, 2011). Como resultado de la investigación, los discentes reconocen la importancia del análisis de los libros didácticos durante la vivencia del currículo de formación inicial, vislumbrando la implementación de estos conocimientos en su futuro trabajo docente. Como parte de la discusión, se señala la noción de tiempo, dimensión disputada por las prácticas neoliberales, emergiendo como un elemento importante que atraviesa la selección y análisis de los libros didácticos, tanto en la formación inicial y continua de los docentes, como en la práctica docente de la educación escolar.Editora Cruzeiro do Sul2022-12-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/438910.26843/rencima.v13n6a27Revista de Ensino de Ciências e Matemática; v. 13 n. 6 (2022): dec.; 1-142179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSengporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/4389/1906https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4389/1907https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessRigue, Fernanda MonteiroSales, Tiago Amaral Dalmaso, Alice Copetti 2022-12-05T00:23:18Zoai:ojs.pkp.sfu.ca:article/4389Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2022-12-05T00:23:18Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focus
Selección y análisis de libros didácticos para la Educación en Química: concepciones de futuros profesores/as en foco
title Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focus
spellingShingle Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focus
Rigue, Fernanda Monteiro
Teacher Education
Sciences Teaching
Textbooks
Curriculum
Formación Docente
Enseñanza de las Ciências
Libros Didácticos
Currículum
title_short Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focus
title_full Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focus
title_fullStr Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focus
title_full_unstemmed Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focus
title_sort Selection and analysis of textbooks for Chemistry Teaching: conceptions of future teachers in focus
author Rigue, Fernanda Monteiro
author_facet Rigue, Fernanda Monteiro
Sales, Tiago Amaral
Dalmaso, Alice Copetti
author_role author
author2 Sales, Tiago Amaral
Dalmaso, Alice Copetti
author2_role author
author
dc.contributor.author.fl_str_mv Rigue, Fernanda Monteiro
Sales, Tiago Amaral
Dalmaso, Alice Copetti
dc.subject.por.fl_str_mv Teacher Education
Sciences Teaching
Textbooks
Curriculum
Formación Docente
Enseñanza de las Ciências
Libros Didácticos
Currículum
topic Teacher Education
Sciences Teaching
Textbooks
Curriculum
Formación Docente
Enseñanza de las Ciências
Libros Didácticos
Currículum
description The present article intended to analyze, from a descriptive case study (YIN, 2005) of the conceptions of students of the Undergraduate Chemistry course of a Federal Public Institution in southeastern Brazil, the process involving the selection and analysis of chemistry textbooks. Produced by a qualitative approach and through an online form, the students' answers were submitted to the methodology of Content Analysis (BARDIN, 2011). The result of the research is that the students recognize the importance of textbook analysis during the experience of the initial training curriculum, envisioning the implementation of this knowledge in their future teaching work. As part of the discussion, the notion of time is pointed out, a dimension disputed by neoliberal practices, emerging as an important element that crosses the selection and analysis of textbooks, both in the initial and continued formation of teachers, and in the teaching practice of school education.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4389
10.26843/rencima.v13n6a27
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4389
identifier_str_mv 10.26843/rencima.v13n6a27
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4389/1906
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4389/1907
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 13 n. 6 (2022): dec.; 1-14
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
_version_ 1799306134119514112

Registros relacionados