Ensino de ciências por investigação: efeitos de um curso na formação inicial de professores de química

Abstract

Learning and teaching through the Investigative Approach might be considered an efficient conceptual, attitudinal and procedural learning strategy for early graduate educational years and for early teacher development. This research aims at investigating the effects of what an investigative science course may bring to the early teacher development of Chemistry teachers. Fourteen Chemistry university students from a public university in northern Paraná have taken part in this research during the General Teaching Practice lessons. The methodological path was designed so that it would cater for the need to investigate the way a course based on the teaching of Science through investigation would impact the learning process of future teachers in a university Chemistry course after being exposed and writing lesson plans based on such methodology. In the results, it was observed the predominance of the conceptions of the graduates in the traditional pedagogical models and rediscovery. And it was verified the perceptions that they obtained regarding the knowledge and the learning of science teaching by investigation. The research results show that the course provided different learning situations about the investigative methodology, expanding the knowledge of these undergraduates on teaching methodologies and allowing greater security to plan an activity from investigative teaching. Therefore, the course was restructured resulting in an educational product called: “Didactic-pedagogical guidelines: a proposal for the investigative approach in the development of early years Science graduate students.” This course focuses on fostering the design of activities using the Investigative Approach and internalizing different teaching practices. This research shows itself to be a productive one once it contributes to the planning and organization of other courses. Therefore, the designed and applied material was validated as it offers future teachers the chance to experiment, deepen their theoretical knowledge and practices, helping them to understand how to teach their future students, as well as apply the Investigative Approach in their teaching of Science.