Formação docente: as TIC como alternativa para a experimentação no ensino de Química
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2015-09-28
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Universidade Federal de Goiás
Resumo
The experimental activities are viewed most often as an element that arouses
the curiosity of the students on the topic proposed in science classes. However,
several factors prevent the experiments from happening properly, among them:
the deformed views of teachers about their role in education. Based on this
assumption, this study investigated the visions of future teachers on the use of
experimentation in class Science / Chemistry. Participated in the research
students of the Degree in Chemistry at the Federal University of Goiás, whose
training needs were observed while attending the Instrumentation discipline for
Teaching 1, whose focus of study: the use of experimentation in chemistry
education. From problem identification, we chose to follow the methodological
steps of the Participant Survey, because we deal with an educational activity of
research and social action. In this regard, a training proposal is designed to be
applied in Instrumentation discipline for Teaching 2, aiming to help those
involved in the critical study of their problems and finding appropriate solutions
to their practical classroom. As mediated action tool was used Modular Object
Oriented Dynamic Learning (Moodle) which is a Virtual Learning Environments
management system for the communication online. The training process took
place in a virtual environment to further shape the face discipline involving
discussions about the role of experimentation in teaching Sciences / Chemical
and chemical concepts from video experiments, produced by the students in the
discipline Instrumentation for Teaching 1. Threads of the participants were
analyzed from the contributions of Derek Hodson, as a theoretical reference.
Our results show that despite the subjects of this investigation being in the final
stage of the course, there are still distorted views about the nature of science
and the role of experiments in chemistry classes, especially with regard to the
empirical-inductive and playful nature of the activity, referring to the need to
insert this discussion in early course subjects. Our studies reveal that such
discussions can contribute to possible changes of the visions of future teachers
because of its reflective nature, argumentative and dialogical among peers, in
the light of the theory. In this sense, the Moodle platform as a cultural tool is an
environment conducive to promoting discussions that contribute to teacher
training, promoting the exchange of experiences and critical reflection of the
subjects involved in the training process.
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GONCALVES, L. P. S. Formação docente: as TIC como alternativa para a experimentação no ensino de Química. 2015. 118 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2015.