Project-based learning and pedagogical residence: the Chemistry teacher training

• Autor(a) principal: Monteiro, Ercila Pinto
• Data de Publicação: 2024
• Outros Autores: Costa, Ademir Victor Gomes da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4509
• topic: Aprendizagem Baseada em Projetos; Aprendizagem Ativa; Inovação na Educação; Project-Based Learning; Active Learning; Innovation in Education; Aprendizaje Basado en Proyectos; Aprendizaje Activo; Innovación en La Educación

This research evaluated, based on records and reports from chemistry residents, learning in the Residency Program through project-based learning. The research was conducted through a questionnaire and interviews with residents, who expressed their perceptions about their experiences in the Program and the contributions to initial teacher training. The results showed that chemistry residents identified with project-based learning and, when aligned with the Program, it provides two major contributions: (1) reframing the teacher's teaching practice, promoting innovation, protagonism and contextualization in the classroom and (2) ability for the teacher in training to transform scientific content into pedagogically adapted material for students. In this way, the integration of project-based learning into residency activities favored the training of teachers who are better prepared for the 21st century context.