Concepções de um professor de química sobre o ensino CTSA manifestadas na elaboração de uma sequência de ensino

Terezinha Iolanda Ayres-Pereira; Maria Eunice Ribeiro Marcondes; Míriam Possar do Carmo

doi:10.34624/id.v16i3.38559

Authors

Terezinha Iolanda Ayres-Pereira Programa de Pós-graduação Interunidades em Ensino de Ciências da Universidade de São Paulo https://orcid.org/0000-0002-7476-5108 (unauthenticated)
Maria Eunice Ribeiro Marcondes Instituto de Química, Universidade de São Paulo, USP
Míriam Possar do Carmo GEPEQ – Grupo de Pesquisa em Educação Química, Universidade de São Paulo, USP

DOI:

https://doi.org/10.34624/id.v16i3.38559

Keywords:

Chemistry Teaching, Continuing teacher training, Context-based teaching, STSE Teaching, Guided Reflection Process

Abstract

In this work, we analyzed the conceptions about context-based teaching and CTSA approach expressed by a high school Chemistry teacher, participant of a training action based on the Oriented Reflection Process (PRO). The teacher developed and applied a teaching sequence, with a CTSA approach. To identify his conceptions about context-based teaching and CTSA approach, we applied open-ended questions, we also record the manifestations presented in his constructions during the process of producing the sequence. The analyzes of the teacher’s views were made based on the contextualization categories created in our group and reviewed by one of the authors (TIAP). The conceptions expressed in the elaboration process were compared with those expressed in the reflective process. The results showed that the teacher in the beginning of the process hold limited conceptions about this approach, focusing on scientific knowledge and, during the PRO, he realized these limitations and sought to review them, recognizing the relational nature of this approach. In this process, the opportunities of reflection offered by the researcher were significant in order to contribute for deepening of knowledge about CTSA teaching.