Investigation as an Educational and Scientific Principle: Conceptions and Teaching Practices in Chemistry in the Manaus/AM City
DOI:
https://doi.org/10.35819/tear.v11.n1.a5506Abstract
Abstract: Given the constant changes in social demands, the need to promote improvements in teaching Chemistry has been increasingly discussed over time, primarily with regard to methodologies and approaches adopted in the classroom. Investigative Teaching (IT), through its stages, enables the development of scientific skills that are important for the integral formation of the student. Thus, the objective was to characterize the perceptions of Chemistry teachers in the Manaus/AM city about investigation as an educational and scientific principle. 68 teachers participated in the research through a questionnaire and a semi-structured interview, whose data were analyzed quantitatively through Descriptive Statistics and qualitatively through Analysis Textual Discursive. The results show that the IT was not well worked out in initial training, but that the teachers understand the approach and highlight their role as a mediator and advisor, and claim that they seek to use it in their classes, even with difficulties such as the physical structure, the short time and the lack of student interest. It was found that professors who have postgraduate studies tend to carry out and participate in scientific research in their field of work, and that contact with research activities in teaching during initial training is essential for their performance and constant improvement of teaching practice.
Keywords: Investigative Teaching. Teaching Chemistry. Teaching Practice.
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