CONCEPTIONS AND PERCEPTIONS ABOUT “EXPERIMENTATION” IN CHEMISTRY TEACHING

A LOOK AT THE NARRATIVES OF A LICENSEE

Authors

DOI:

https://doi.org/10.34019/2447-5246.2023.v28.39665

Abstract

This work presents part of the results of the Course Completion Work of one of the authors, whose theme is Experimentation in Chemistry Teaching. This research sought to present the main results of an investigation, of ideas about the “experimentation”, of a graduate in Chemistry working in a state school in the southern region of Espírito Santo, which can influence and/or help essential elements of teaching practice: planning, execution, and evaluation of experimental activities. The methodological route of the research was based on the Narrative Interview as a data collection instrument, based on the studies by Jovchelovich and Bauer (2008). The interview with the only research collaborator was submitted to the Content Analysis, by Franco (2005), creating categories based on inferences that culminated in the corpus of this work. The results showed different conceptions of “experimentation” regarding the initial formative process and as a teaching professional of the graduate, among which they were remodeled from one period to the next. Initially, the licensee showed ideas about “experimentation” limited to experiments and a specific place, the laboratory, but it expands to the new and current conception of experimentation as a possibility of providing students with different experiences through different types of activity. The analysis of these categories suggests that the licensee's ideas about “experimentation” can support the teaching work with this type of activity, which allowed the construction of a list of concepts to think about the planning, execution, and evaluation of experimental activities in teaching.

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Author Biographies

Gabriel Vitoriano Braga, Universidade Federal do Espírito Santo

Possui graduação em Licenciatura em Química pela Universidade Federal do Espírito Santo (2022), Campus Alegre. Atuou como aluno de iniciação científica, e monitor voluntário de disciplinas como Química I, Química Analítica e Química Analítica Experimental. Tem experiência na área de Química, com ênfase em Química Analítica, atuando principalmente no seguinte tema: café conilon. cromatografia gasosa. microextração.

Marcos Vogel, Universidade Federal do Espírito Santo

Possui graduação em Licenciatura em Química pela Universidade Presbiteriana Mackenzie (2000), mestrado (2008) e doutorado (2016) em Ensino de Ciências (Modalidades Química) pela Universidade de São Paulo. Atualmente é professor Adjunto da Universidade Federal do Espírito Santo no Campus de Alegre (CCA-UFES). Tem experiência na área de Ensino de Química, atuando principalmente nos seguintes temas: Representação Social, Histórias de Vida, práticas de ensino, profissão docente, análise de Conteúdo.

Published

2023-06-27

How to Cite

Vitoriano Braga, G., & Vogel, M. (2023). CONCEPTIONS AND PERCEPTIONS ABOUT “EXPERIMENTATION” IN CHEMISTRY TEACHING : A LOOK AT THE NARRATIVES OF A LICENSEE. Educação Em Foco, 28(1), e28019. https://doi.org/10.34019/2447-5246.2023.v28.39665