Intervenção didática para o ensino de termoquímica : uma proposta para formação inicial e continuada de professores de química

Abstract

Pedagogic intervention for Thermochemistry instruction: A proposal for initial and continuing chemistry teachers formation. It is understood that the real improvement in the teaching-learning process happens through teacher s intervention and by his continuous pedagogical practice enhancement on initial and continuing education actions. In this way, the present work, which is linked to Theoretical-Methodological Fundamentals for the Mathematics and Science Education research line (PPGECM/UPF), aimed to apply a pedagogical workshop, as educational product, for high-school chemistry teachers formation. The proposal involved a Potentially Meaningful Teaching Unit (PMTU), based on Ausubel s Meaningful Learning Theory (MLT), related to Thermochemistry teaching. The analysis of a previous questionnaire was considered for workshop elaboration, such as the selection of an interdisciplinary theme and strategies diversified. The workshop was carried out with teachers from Passo Fundo public schools and License Chemistry students, participants of PIBID/UPF. The data collection was provided by qualitative and quantitative approach, using questionnaires and interviews procedures. The workshop evaluation data indicated that the theme was relevant, although the participants mentioned the concern about the mathematics approach. The experimental activities employed, focused on calorimetry, were considered interesting an easy to perform. The use of computer simulation resource was qualified as different teaching strategy, which can complement or even replace the use of laboratory. From this work, it was possible to identify the importance of formation spaces that provide the discussion and development of teaching proposals with diversified approach, which can contribute in terms of educational changes.