Contribuições para a formação inicial de professores de Química e Física sobre as habilidades científicas com abordagem investigativa mediadas por tecnologias

Abstract

It is common, when it comes to education, to hear about the abilities that a student needs to develop at school, which are concealed in the Curricular Common National Ba sis (CCNB) and their Guidelines, however little is said about these abilities and how they can be treated in the initial teacher training. In order to be possible the development of abilities, teachers must become reflective agents in regards of their training, their practice and of the problems that stand around it. To Perrenoud (1999), reflection is of paramount importance, since it has the ability of to break free teachers from the “prescribed” work, and also to make them construct their own knowledge, their own initiatives. This reflection is directly linked to the discovery process of the scientific knowledge and, hence, to scientific abilities, which are procedures and methods that scientists use to the construction of their knowledge and to solve problems, which are: create hypothesis, predict, represent, analyze and communicate results (ETKINA et al., 2006). The present dissertation aims to identify how the development of scientific abilities can be inserted in the initial teachers training process, mediated by technologies, in order to encourage creativity and reflect ing in teachers. To achieve our goals it is used the reaserch-based teaching methodology, i.e., based on the solution of a contextualized subject-problem, starting from the creation of hypotesis, which was the main scientific ability developed in this research, using free softwares on modelling and simulations, as: PhET, Algodoo and Tinkercad. This study was carried out in the form of workshop with undergraduate students in Chemistry and Physics at the Federal University of Amazonas. As instruments of collecting data, there were used an introductory questionnaire, avaliable activities in digital paper and interviews carried out after the workshop. It came to be demonstrated that undergraduate students presented many difficulties in connecting theory and practice while proposing solutions to a problem and faced hurdles to relate the achieved results in an experiment. However, it was possible to set conditions that can be used in undergraduate courses that further the development of the scientific abilities in the initial teacher training, contribut ing with a more questioning professional about his teaching practices.