Teacher training and inquiry in chemistry: reflections and strategy

Detalhes bibliográficos
Autor(a) principal: Rocha, Carlos Jose Trindade da
Data de Publicação: 2018
Outros Autores: Altarugio, Maisa Helena, Malheiro, João Manoel da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/317
Resumo: In this work we present an investigation on the analysis of an investigative teaching strategy in the training of chemistry professors at a federal public university in the State of São Paulo, with seven undergraduate students in chemistry during a four - month period. The methodology in the study is qualitative in nature of the discourse analysis type. The data are composed of the praxis analysis of the teaching lesson plan in the discipline Chemical Experimentation and Teaching (CET). The obtained data reveal the enrichment in the initial formation process, motivating the participation and commitment of the students with the activities. The investigative teaching was distinguished by involving the good planning of the teacher and students in the construction of scientific knowledge, and that it is possible as a strategy of the application of didactic procedure in the teaching work.
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spelling Teacher training and inquiry in chemistry: reflections and strategyFormación de profesores y la enseñanza investigativa en la química: reflexiones y estrategiasFormação de professores e o ensino investigativo na química: reflexões e estratégiasFormação de professoresEnsino investigativoQuímica.Formación de profesoresEnseñanza investigativaQuímica.TrainingInquiryChemistry.In this work we present an investigation on the analysis of an investigative teaching strategy in the training of chemistry professors at a federal public university in the State of São Paulo, with seven undergraduate students in chemistry during a four - month period. The methodology in the study is qualitative in nature of the discourse analysis type. The data are composed of the praxis analysis of the teaching lesson plan in the discipline Chemical Experimentation and Teaching (CET). The obtained data reveal the enrichment in the initial formation process, motivating the participation and commitment of the students with the activities. The investigative teaching was distinguished by involving the good planning of the teacher and students in the construction of scientific knowledge, and that it is possible as a strategy of the application of didactic procedure in the teaching work.En este trabajo presentamos una investigación sobre el análisis de una estrategia de enseñanza investigativa en la formación de profesores de química en una Universidad pública federal del Estado de São Paulo, con siete alumnos de la licenciatura en química durante un cuatrimestre. La metodología en el estudio es de naturaleza cualitativa del tipo análisis del discurso. Los datos están compuestos por el análisis de la praxis del plan de aula docente en la disciplina Experimentación y Enseñanza de Química (EEQ). Los datos obtenidos revelan el enriquecimiento en el proceso de formación inicial, motivando la participación y compromiso de los estudiantes con las actividades. La enseñanza investigativa se diferenció por involucrar la buena planificación del profesor y alumnos en la construcción del conocimiento científico, y que es posible como estrategia de la aplicación de procedimiento didáctico en el trabajo docente.Neste trabalho apresentamos uma investigação sobre análise de uma estratégia de ensino investigativo na formação de professores de química em uma Universidade pública federal do Estado de São Paulo, com sete alunos da licenciatura em química durante um quadrimestre. A metodologia no estudo é de natureza qualitativa do tipo análise do discurso. Os dados são compostos pela análise da práxis do plano de aula docente na disciplina Experimentação e Ensino de Química (EEQ). Os dados obtidos revelam o enriquecimento no processo de formação inicial, motivando a participação e comprometimento dos estudantes com as atividades. O ensino investigativo se diferenciou por envolver o bom planejamento do professor e alunos na construção do conhecimento científico, e que é possível como estratégia da aplicação de procedimento didático no trabalho docente.Research, Society and Development2018-04-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/31710.17648/rsd-v7i5.317Research, Society and Development; Vol. 7 No. 5; e1275317Research, Society and Development; Vol. 7 Núm. 5; e1275317Research, Society and Development; v. 7 n. 5; e12753172525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/317/271Copyright (c) 2018 Carlos Jose Trindade da Rocha, Maisa Helena Altarugio, JOÃO MANOEL DA SILVA MALHEIROinfo:eu-repo/semantics/openAccessRocha, Carlos Jose Trindade daAltarugio, Maisa HelenaMalheiro, João Manoel da Silva2019-01-22T01:39:38Zoai:ojs.pkp.sfu.ca:article/317Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:25:53.938516Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teacher training and inquiry in chemistry: reflections and strategy
Formación de profesores y la enseñanza investigativa en la química: reflexiones y estrategias
Formação de professores e o ensino investigativo na química: reflexões e estratégias
title Teacher training and inquiry in chemistry: reflections and strategy
spellingShingle Teacher training and inquiry in chemistry: reflections and strategy
Rocha, Carlos Jose Trindade da
Formação de professores
Ensino investigativo
Química.
Formación de profesores
Enseñanza investigativa
Química.
Training
Inquiry
Chemistry.
title_short Teacher training and inquiry in chemistry: reflections and strategy
title_full Teacher training and inquiry in chemistry: reflections and strategy
title_fullStr Teacher training and inquiry in chemistry: reflections and strategy
title_full_unstemmed Teacher training and inquiry in chemistry: reflections and strategy
title_sort Teacher training and inquiry in chemistry: reflections and strategy
author Rocha, Carlos Jose Trindade da
author_facet Rocha, Carlos Jose Trindade da
Altarugio, Maisa Helena
Malheiro, João Manoel da Silva
author_role author
author2 Altarugio, Maisa Helena
Malheiro, João Manoel da Silva
author2_role author
author
dc.contributor.author.fl_str_mv Rocha, Carlos Jose Trindade da
Altarugio, Maisa Helena
Malheiro, João Manoel da Silva
dc.subject.por.fl_str_mv Formação de professores
Ensino investigativo
Química.
Formación de profesores
Enseñanza investigativa
Química.
Training
Inquiry
Chemistry.
topic Formação de professores
Ensino investigativo
Química.
Formación de profesores
Enseñanza investigativa
Química.
Training
Inquiry
Chemistry.
description In this work we present an investigation on the analysis of an investigative teaching strategy in the training of chemistry professors at a federal public university in the State of São Paulo, with seven undergraduate students in chemistry during a four - month period. The methodology in the study is qualitative in nature of the discourse analysis type. The data are composed of the praxis analysis of the teaching lesson plan in the discipline Chemical Experimentation and Teaching (CET). The obtained data reveal the enrichment in the initial formation process, motivating the participation and commitment of the students with the activities. The investigative teaching was distinguished by involving the good planning of the teacher and students in the construction of scientific knowledge, and that it is possible as a strategy of the application of didactic procedure in the teaching work.
publishDate 2018
dc.date.none.fl_str_mv 2018-04-24
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://rsdjournal.org/index.php/rsd/article/view/317
10.17648/rsd-v7i5.317
url https://rsdjournal.org/index.php/rsd/article/view/317
identifier_str_mv 10.17648/rsd-v7i5.317
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/317/271
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 7 No. 5; e1275317
Research, Society and Development; Vol. 7 Núm. 5; e1275317
Research, Society and Development; v. 7 n. 5; e1275317
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052815123677184

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