Formação de professores de química a partir do desenvolvimento de sequências de ensino investigativas e dos estilos de aprendizagem

Abstract

The praxis and experience in the classroom as Chemistry teachers allow us to raise several questions regarding the methods employed for teaching and learning, the teacher-student relationship, and, most importantly, how we can improve our practice to meet emerging demands. In this context, I realize that it is necessary to expand and diversify the teacher’s role and content approach to promote the development of skills and encompass the differences in the classroom. Based on the conducted research and the contributions of the research participants, I investigated the process of constructing dialogues and knowledge within the scope of an extension action developed in a virtual environment, considering the relationship between Inquiry-Based Teaching, through the use of Investigative Teaching Sequences, and the theory of Learning Styles. Thus, I sought to answer the following research question: “how can teachers in a training course organize Investigative Teaching Sequences addressing Learning Styles in the teaching of Chemistry?” In pursuit of answering this question, I developed a remote continuing education course, both synchronous and asynchronous (Google Meet and Google Classroom), for students of the Chemistry Education program at the Federal Technological University of Paraná. The course was based on various moments of discussions and knowledge to fulfill the overall objective of this research: to propose Investigative Teaching Sequences as approaches to the development of Learning Styles in the teaching of Chemistry in a teacher training course. This research is qualitative and exploratory in nature. The data collected during the development of the extension course were analyzed using Discursive Textual Analysis. In light of this, the created metatexts were, in sequence, Learning Styles and investigative teaching of Chemistry; The “problem”: a fundamental step in investigative teaching of Chemistry; and Implications of the provided training. The constructed interpretation indicates that the participants of the extension course understood the theory of Learning Styles and related it to Inquiry-Based Teaching; however, some participants encountered specific difficulties in constructing Investigative Teaching Sequences. Similarly, the results indicated that promoting teacher training that related knowledge of learning theories to immersive practice in the construction and promotion of differentiated methodological approaches that foster the development of Learning Styles was satisfactory for the research participants. Consequently, the educational product developed consists of a digital handbook containing three Investigative Teaching Sequences, entitled “Experiencing Learning Styles and Inquiry-Based Teaching in Chemistry Teaching Practice,” describing paths and references that can serve as a basis for their implementation and the development of the assumptions of Inquiry-Based Teaching and different Learning Styles in the classroom linked to the teaching of chemical concepts.