An analysis of Development of a Didactic Sequences by two pre-service chemistry teachers during a Process of Oriented Reflection

Authors

  • Rita de Cássia Suart Departamento de Química Universidade Federal de Lavras - CEP 37200-000 - Lavras - MG
  • Camila Marra Abras Departamento de Química Universidade Federal de Lavras - CEP 37200-000 - Lavras - MG
  • Débora da S. Maculan Departamento de Química Universidade Federal de Lavras - CEP 37200-000 - Lavras - MG
  • Jackeline Rafaela Pedroso Departamento de Química Universidade Federal de Lavras - CEP 37200-000 - Lavras - MG
  • Lívia Maria Ribeiro Rosa Departamento de Química Universidade Federal de Lavras - CEP 37200-000 - Lavras - MG
  • Mayara de S. Miranda Departamento de Química Universidade Federal de Lavras - CEP 37200-000 - Lavras - MG
  • Rodrigo Antônio Bernardo Departamento de Química Universidade Federal de Lavras - CEP 37200-000 - Lavras - MG
  • Maria Eunice Ribeiro Marcondes Instituto de Química – IQ - USP - São Paulo - SP

DOI:

https://doi.org/10.22600/1518-8795.ienci2016v20n2p186

Keywords:

Oriented reflection, pre-service teaching, chemistry teaching.

Abstract

Oriented Reflection process (PRO) is an initiative that may promote situations in which pre-service teachers reflect on their development of lesson plans, elaboration and preparation of intervention activities in chemistry teaching. Nowadays, teachers assume a role of facilitator in knowledge construction, and their duty is create investigative activities that provide students to develop skills necessary for understanding the world around them. Thus, this study investigated the evolution and relation among investigative levels, scientific literacy and cognitive levels present in four educational proposals which compose an instructional sequence for specific content, prepared by two pre service chemistry teachers of a public university, during a process of oriented reflection. The results show that the educational proposals evolution in most of analyzed topics, which could be justified by reflections offered to pre service teachers by individual and group meetings.

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Published

2016-06-02

How to Cite

Suart, R. de C., Abras, C. M., Maculan, D. da S., Pedroso, J. R., Rosa, L. M. R., Miranda, M. de S., Bernardo, R. A., & Marcondes, M. E. R. (2016). An analysis of Development of a Didactic Sequences by two pre-service chemistry teachers during a Process of Oriented Reflection. Investigations in Science Education, 20(2), 186–208. https://doi.org/10.22600/1518-8795.ienci2016v20n2p186

Issue

Vol. 20 No. 2 (2015): August of 2015

Section

Artigos

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