TEACHERS’ CONCEPTIONS ABOUT PLAYFUL PEDAGOGICAL PRACTICE IN TEACHING CHEMISTRY

• Autor(a) principal: Souza, Catiex Rodrigues de
• Data de Publicação: 2020
• Outros Autores: Silva, Adelmo Carvalho da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10583
• topic: Science Education; Chemistry teaching; Playful Pedagogical Practice; Educação em Ciências. Ensino de Química. Prática Pedagógica Lúdica.

This article had the general objective of understanding and analyze the concepts of playfulness and the development of playful pedagogical practice of three teachers who teach chemistry in high school in two state schools in Mato Grosso in the municipality of Cuiabá. He presented the following problem: what are the conceptions of Chemistry teachers about the concept of playfulness? Data collection was carried out from February to May 2019. Qualitative research approaches were used- case study type- and the interpretive method of content analysis. The tools for analysis are configured in the structured questionnaire, in the semi-structured interview, observation and field notebook. For the analysis of the data, two central axes were built that are characterized in the memories; conceptions about playfulness from the perspective of teachers; and Chemistry Teaching in playful pedagogical practice. The following results are pointed out: teachers believe in the importance of developing playful pedagogical practice as a contributor in the teaching-learning process and expose weaknesses about the theoretical understanding of the theme.