PRE-SERVICE TEACHERS' CONCEPTIONS OF THE PEDAGOGICAL ROLE OF EXPERIMENTATION IN CHEMISTRY EDUCATION

Abstract

The study investigated the conceptions of pre-service teachers in chemistry regarding the pedagogical role of experimentation, highlighting the importance of this practice not only for understanding scientific concepts but also for developing critical and social skills. The central issue lies in the lack of critical reflection among future teachers on the objectives of experimentation, which may lead to mechanized practices without a clear pedagogical purpose. This qualitative research analyzed the conceptions of three pre-service teachers through initial and final questionnaires, as well as critical reflections, during a graduation course that addressed the topic. Discursive Textual Analysis was used to examine the data. The results revealed that, initially, the participants viewed experimentation primarily as a means to verify scientific theories. However, throughout the course, their conceptions evolved toward a broader perspective, recognizing its investigative and reflective potential in the teaching-learning process. Despite this progress, some simplistic ideas persisted, indicating the need for ongoing training that fosters critical reflection. The study concludes that experimentation, when well-planned, can be a powerful tool for the active construction of knowledge and the development of students' critical thinking, emphasizing the importance of innovative pedagogical approaches in the training of Chemistry teachers.