WebQuest: ferramenta utilizada para a formação continuada de uma professora de química

Abstract

Nowadays society is facing a revolution in communications through new technologies of communication and information available in the market and the education area has also been affected by this technological wave. Among the various technological resources available, the webquest can be used in the education sector not only as a practice of pedagogical intervention, but also as a field of study and research, as it is a powerful teaching tool. Therefore, an educational planning that includes the use of a computer and, in particular, the proper use of webquest can provide chemistry classes more dynamism and motivation, bringing benefits to teaching. However, the implementation of these technological resources in the classroom comes up against some obstacles, including the training of teachers. Thus, the short course part listed in this work was promoted in order to contribute to the continuing education of a teacher of basic education. The short course lasted two days, totaling 3 hours. During this short course the teacher learned how to handle the tool taking its possible doubts. For data collection was used an interview, moments of continuing education recording and final questionnaire. Data analysis was performed through content analysis (MORAES, 1999), defined as a priori categories, an adaptation of the Teaching Learning Spotlights (FAD). The data revealed that the investigated teacher has sought to continuously train to learn how to use digital tools that arise and, in the process, was interested in learning new teaching tool, emphasized in her speech the need for proper use of these technologies for classroom context and to this points the didactic planning. The results show that the teacher had a good acceptance in learning how to handle the webquest tool probably will use it in their chemistry classes to provide diverse activities to students.