Categorias para a seleção de experimentos de química no ensino médio : um estudo comparativo das prioridades dos professores e licenciados em formação

AUTOR(ES)

Nelci Reis Sales de Araújo

DATA DE PUBLICAÇÃO

2007

RESUMO

Experimental laboratory activities are considered essential for learning chemistry. In this dissertation, this theme of experimentation was explored to establish the relative importance of the selection categories for experiments. The research was of quantitative nature, where a comparative study was carried out with 58 chemistry teachers in high schools in Londrina, PR, and some neighboring cities and 32 undergraduate teachers at the State University of Londrina. The participants gave their opinions about four items that were elaborated for the Motivational, Functional, Instructional, and Epistemology categories, in a total of 16 components. The phrase "when I choose a laboratory experiment, I think ?." Was the foundation of the research instrument, which was used to describe the thoughts of the sampled participants in the several categories. The respondent could indicate his degree of agreement or disagreement with each item, according to his reasons or convictions for choosing the experimental activity. This construct was based on the choice of an experiment that the professor had in mind at the moment of answering the other items in the questionnaire, that is, the category components. In this case, the participant did not say which was the experiment, but only the reason for the choice, and further, it was possible that the respondents thought of various experiments while assessing the statements. From the frequency distribution of the participants, in the replies to the Likert-type questionnaire, the relative importance could be established that was proposed in the investigation, that is, present the most important categories for the two groups. The high school teachers prioritized the Instructional, Motivational and Functional, the latter two with the same frequency and Epistemology categories, while the undergraduates gave more importance to the Motivational, Instructional, Functional and Epistemology categories, respectively. There was a common pattern for the categories, but discrepancies were observed in the intensity of the prioritizations between the two groups. This study led to think that, when experimentation is considered from the perspective of the experiment selection categories, the path that leads to the laboratory will be wide and clear, and the image of its environment will remain in the students minds. If teachers assume the vision that chemistry science supplies a clarification of the "live" knowledge, that nature explains itself only in the light of the laboratory, their students will also be part of it. They will value both the experiment chosen, and the pedagogic proposal, the scientific concepts and especially, the teacher.

ASSUNTO(S)

química (ensino médio) - aprendizagem experimental laboratórios químicos - experimentos chemistry (secondary) - study and teaching chemistry (secondary) experiential learning chemical laboratories química (ensino médio) - estudo e ensino

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