Contribuições e limitações do guia didático digital orientação científica-tecnologia-sociedade (CTS) no ensino de química aplicado em um processo de formação continuada de professores de química

• Autor(a) principal: BASTOS, Maria de Fátima Peixoto
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8334
• topic: Professor de química; Formação continuada; Guia didático digital; Cinética química; CIENCIAS EXATAS E DA TERRA::QUIMICA

In this research we aimed to analyze contributions and limitations of the Digital Didactic Guide “The Science-Technology-Society Orientation (CTS) in Chemistry Teaching”, elaborated and applied in a process of continuous formation of chemistry teachers. Participating in the research were teachers of the discipline of High School Chemistry in 2019, housed in jurisdictional schools in the Recife Sul Regional Management Department (GRE-Recife / Sul). We adopted a qualitative approach to empirical data and followed six methodological steps: elaboration of questionnaires 1 and 2 (step 1); first meeting with teachers and application of questionnaire 1 (step 2); elaboration and characterization of the Digital Didactic Guide on CTS Orientation (step 3); planning of the continuing education process (step 4); development of the training process and application of questionnaire 2 (step 5); and data analysis (step 6). The analytical moments were: analysis of teachers' conceptions about CTS relations, Chemistry teaching, and CTS Guidance for Science teaching (1st analytical moment); analysis of Chemistry teachers' conceptions about the CTS Orientation in the Teaching of Chemical Kinetics, after the formative process (2nd analytical moment); and analysis of Chemistry teachers' conceptions about the Digital Didactic Guide “The Science-Technology-Society Orientation (CTS) in Chemistry Teaching”, after the formative process (3rd analytical moment). The results of the analysis show, for example, that: before the training process, most teachers were unaware of the CTS Orientation and some of them presented divergent conceptions to those expected for this orientation, such as the linear conception of development and the technology. as applied science; After the training process, most teachers understood characteristics of the CTS Orientation; In this sense, the elaborated and applied GDD contributed to the appropriation and expansion of the theoretical and methodological aspects of CTS orientation in a process of continuing education for chemistry teachers.