Elaboração de significados sobre experimentação no ensino superior: uma análise através do estágio supervisionado em química
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Data
2019-02-27
Autores
Bento, Teily Cristiane
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Universidade Estadual Paulista (Unesp)
Resumo
A experimentação é um recurso didático importante para o Ensino de Química, como diversos trabalhos da área tem mostrado. Dessa maneira, é importante que alunos de Licenciatura em Química tenham conhecimento sobre o uso didático dessa ferramenta cultural. Neste contexto, nosso objetivo é compreender como alunos de Licenciatura em Química elaboram significados a respeito do uso da experimentação como recurso didático no Ensino de Química. Para tal compreensão, utilizamos como material de análise as interações discursivas dos estudantes presentes em gravações de vídeo, coletadas durante o segundo semestre de 2017 na disciplina de Estágio Supervisionado Curricular em Química. Com o auxílio da Teoria da Ação Mediada de James Wertsch (1998), os dados foram analisados a partir das transcrições dos turnos de fala de 19 alunos. A análise foi feita observando três aspectos diferentes, os quais denominamos: Concepção Prévia, Graus de Domínio e Tensionamento. No aspecto Concepção Prévia, a análise dos dados mostrou que alunos participantes em atividades extracurriculares em projetos de ensino têm suas concepções direcionadas para a experimentação problematizadora e para a experimentação investigativa. Já os alunos que não participaram de atividades desse tipo, em sua grande maioria, não mencionaram implícita ou explicitamente tais modelos de experimentação. Na análise do aspecto Graus de Domínio, os dados mostraram que alunos que participavam de projetos de ensino extracurriculares, em sua maioria, possuem um Alto grau de domínio das ferramentas culturais experimentação problematizadora e experimentação investigativa. No aspecto Tensionamento, observamos que dominar em maior grau uma nova ferramenta cultural, pode propiciar o tensionamento entre a ferramenta cultural antiga (experimentação tradicional) e a ferramenta cultural nova (experimentação problematizadora e experimentação investigativa).
Experimentation is an important didactic resource for the Teaching of Chemistry, as several works of the area have shown. In this way it is important that chemistry preservice teachers have knowledge about the didactic use of this cultural tool. In this context, our objective is to understand how chemistry preservice teachers elaborate meanings regarding the use of experimentation as didactic resource in the Teaching of Chemistry. For this understanding, we analyze the discursive interactions of the students present in video recordings, captured during the second semester of 2017 in the meetings of Supervised Curricular Internship in Chemistry. With the aid of Theory of Mediated Action of James Wertsch (1998), the data were analyzed from speech transcriptions of 19 students. The analysis was made through three different aspects, which we named: Prior Conception, Domain Degrees and Tensioning. In the Prior Conception aspect, data analysis showed that the students participating in extracurricular activities have their conceptions directed to the problematizing experimentation and to the investigative experimentation. However, the students who did not participate in activities of this type, for the most part, did not mention implicitly or explicitly such models of experimentation. In the Domain Degrees aspect analysis, the data showed that students who participated in extracurricular teaching projects, in their majority, have a high degree of mastery of the cultural tools problematizing experimentation and investigative experimentation. In the Tensioning aspect, we observe that to dominate to a greater degree a new cultural tool, can propitiate the tension between the old cultural tool (traditional experimentation) and the new cultural tool (problematizing experimentation and investigative experimentation).
Experimentation is an important didactic resource for the Teaching of Chemistry, as several works of the area have shown. In this way it is important that chemistry preservice teachers have knowledge about the didactic use of this cultural tool. In this context, our objective is to understand how chemistry preservice teachers elaborate meanings regarding the use of experimentation as didactic resource in the Teaching of Chemistry. For this understanding, we analyze the discursive interactions of the students present in video recordings, captured during the second semester of 2017 in the meetings of Supervised Curricular Internship in Chemistry. With the aid of Theory of Mediated Action of James Wertsch (1998), the data were analyzed from speech transcriptions of 19 students. The analysis was made through three different aspects, which we named: Prior Conception, Domain Degrees and Tensioning. In the Prior Conception aspect, data analysis showed that the students participating in extracurricular activities have their conceptions directed to the problematizing experimentation and to the investigative experimentation. However, the students who did not participate in activities of this type, for the most part, did not mention implicitly or explicitly such models of experimentation. In the Domain Degrees aspect analysis, the data showed that students who participated in extracurricular teaching projects, in their majority, have a high degree of mastery of the cultural tools problematizing experimentation and investigative experimentation. In the Tensioning aspect, we observe that to dominate to a greater degree a new cultural tool, can propitiate the tension between the old cultural tool (traditional experimentation) and the new cultural tool (problematizing experimentation and investigative experimentation).
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Palavras-chave
Experimentação problematizadora, Experimentação investigativa, Ferramenta cultural, Problematizing experimentation, Investigative experimentation, Cultural tool