EXPERIMENTATION IN THE CONCEPTION OF TEACHERS ATTENDING MASTER'S DEGREE IN NATURAL SCIENCE TEACHING

• Autor(a) principal: Oliveira, Douglas Freitas de
• Data de Publicação: 2020
• Outros Autores: Moreira, Alzira Silva, Soares, Elane Chaveiro, Rinaldi, Carlos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9251
• topic: Experimentação; concepções de professores; Ensino de Ciências; Experimentation; Teachers conceptions; Science Teaching

This research aimed to know the concepts and didactic-pedagogical practices related to experimentation developed by professors in the area of Natural Sciences (Biology, Physics and Chemistry) who are masters of the Postgraduate Program in Teaching of Natural Sciences of the University as. A qualitative approach was followed whose methodological design consisted of four stages: exploratory (bibliographic review), elaboration of the research tools, application of the questionnaire and interview, analyzes and conclusions. Three categories of experimentation (investigative, demonstrative and verification) can be identified in the pedagogical practices of the participating teachers, as well as two different theoretical approaches to learning (behavioral and constructivist). Finally, it was possible to perceive that there was a possible re-signification, especially after entering the professional master's degree course, many of the conceptions about experimental activities and learning theories that underlie them, mainly on the idea of the role of the teacher and students in the process of construction of scientific knowledge.