Analysis of Study Situations prepared by chemistry undergraduates in a teacher training program

Abstract

In this article we present and discuss the Study Situations (SE) elaborated and developed by chemistry graduates of a university in the south of Brazil, participating in a national teacher training program. The construction of an SE privileges the question of the conceptual significance in which activities are organized taking into account the context of the situations experienced by the students. In this work, we detail the stages of each of the SEs applied, presenting the contributions when developing them in Basic Education schools. Throughout the article we also investigated whether each step of the SE met the objectives proposed as mentioned in the theoretical references of this teaching organization. In view of the analyzes carried out, we highlight the contributions to science education by employing SE as a way of organizing the teaching of some chemistry concepts.