Resolução de problemas no ensino de química : reflexões sobre a divulgação científica e a formação continuada de professores

Abstract

This thesis work is of a qualitative nature and aimed to analyze the directions of studies on Scientific Dissemination, the teaching purposes and the theoretical-methodological adjustments made by Basic Education Chemistry teachers in their teaching plans on Problem Solving, as an approach didactic, from a support of Scientific Dissemination – Website RPEQ. For that, we carried out a bibliographic survey in periodicals belonging to the area of Education and Teaching. In addition, we also carried out a Continuing Education activity on Problem Solving and Scientific Dissemination, both themes with a focus on Chemistry Teaching for teachers participating in the Professional Master's Program in Chemistry in National Network at the Federal Rural University of Pernambuco. Twenty teachers participated in this research, who were organized into groups. Our analysis materials were the articles found in the bibliographic survey, the teaching plans prepared by the groups during the formation and the recording of their presentations. Such materials were analyzed according to the Content Analysis proposed by Bardin. After searching for articles in forty journals, we found a total of seventeen works in ten journals that address the issue of Scientific Dissemination for Chemistry Teaching in an interval of eleven years. In this context, we identified five directions of studies. We found that Scientific Dissemination is configured as an incipient object of study in Chemistry Teaching at this level and that most of the research proposes the use of Scientific Dissemination to promote the construction of chemical concepts, while experiences in the area of Teacher Training Chemistry are reported less frequently. For the analysis of teaching purposes, we proposed a new stage in the course of Scientific Dissemination until reaching the classroom proposed by Lima and Giordan, which refers to the construction of plans. We identified seven purposes in the teachers' plans when using the research contained in the RPEQ website as Scientific Dissemination material, five of them related to those established by Lima and Giordan and two of them referring to new purposes emerging in this thesis. Some teaching purposes were not contemplated by the teachers. Concerning the theoretical-methodological adjustments on Problem Solving established by the teachers, we analyzed eight aspects: the teaching modality, the selected contents, the chosen theme, the problem constructed by them, the dynamics of the activities, the activities and resources proposed and the carrying out a survey of the students' previous conceptions. We found weaknesses in the teachers' plans in relation to some theoretical-methodological foundations of Problem Solving, such as the construction of problems focused only on the discussion of conceptual content and the lack of contextualization of the problem, limited only to the exemplification process. The training process using the RPEQ website could help Chemistry teachers to think and establish different teaching purposes in a single plan, envisioning the construction of learning and the understanding of chemical knowledge in a more meaningful way for the student from of Problem Solving. Thus, we observe the potential of the RPEQ website regarding its functionality as a digital didactic resource for the Chemistry teacher and as a support for carrying out training processes based on Scientific Dissemination.