Online seminar and online laboratory course on chemistry experiments for schools – Digitalization of a bachelor course for chemistry teacher training

CHEMKON ◽  
2021 ◽  
Author(s):  
Monika Holländer ◽  
Lars Greitemann ◽  
Insa Melle
Keyword(s):  
Teacher Training ◽  
Chemistry Teacher ◽  
Laboratory Course ◽  
Online Laboratory ◽  
Online Seminar

Mobility Paulo Freire: internationalization of chemistry teacher training

2022 ◽  
Vol 33 (1) ◽  
pp. 102
Author(s):  
Junfanlee Manoel Oliveira Feliciano ◽  
Jefale Gonçalves Feliciano dos Santos
Keyword(s):  
Teacher Training ◽  
Paulo Freire ◽  
Chemistry Teacher ◽  
Word Count ◽  
Formación Docente

<p><span>Este artículo es el resultado del análisis del Proyecto Paulo Freire de Movilidad Académica para Estudiantes de Programas de Formación Docente Universitaria con un enfoque en la reflexión sobre las carreras de Química, para tal fin el presente autor utiliza su experiencia e informe para desarrollar la escritura mientras participa. de este programa, estando vinculado a la Universidad Federal del Triângulo Mineiro (UFTM) en la carrera de Química. En este trabajo pretendemos abordar cuestiones que involucran problemas que están asociados a la relación entre Ciencia, Tecnología y Sociedad (CTS) y la indispensabilidad de esta dimensión para ser parte del proceso de internacionalización de los cursos de Ciencias de la Naturaleza y de la Tierra, principalmente en lo que se refiere al curso. Licenciada en Química. La estrategia metodológica utilizada para el análisis del documento fue Análisis de Contenido (AC) y Análisis Textual Discursivo (ATD), en la etapa de análisis se utilizó el software </span><span>Atlas.ti</span><span>, que permite el uso de la función Word Count, en la que se pretende trabajo facilitando el análisis a nivel textual. en la búsqueda de comprender los conceptos involucrados y empleados en el documento y el núcleo de las propuestas que atraviesan las especificidades de la carrera de Química. De esta manera, este estudio aporta elementos para reflexionar sobre el actual proceso formativo de los estudiantes de pregrado en Química y sobre la necesidad de introducir dispositivos educativos para una formación amplia e integral de los docentes en el proceso de internacionalización de los cursos de pregrado.</span></p>

scholarly journals Reflexões sobre os cursos de Licenciatura em Química do Rio Grande do Sul: elementos do Enade de 2011

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Ventura Fonseca ◽  
Flávia Maria Teixeira Dos Santos
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Student Performance ◽  
Family Income ◽  
Training Programs ◽  
Rio Grande ◽  
Exploratory Research ◽  
Chemistry Teacher ◽  
Rio Grande Do Sul ◽  
Teacher Training Programs

Resumo: Muitas pesquisas contemporâneas têm apontado os problemas dos Cursos de Licenciatura em Química, principalmente aqueles ocasionados pelo desequilíbrio na articulação entre os componentes teóricos e os componentes práticos das estruturas curriculares dos cursos. Neste trabalho, realizamos um movimento exploratório de pesquisa sobre os dados do Exame Nacional de Desempenho de Estudantes de 2011, centrado na análise documental, que buscou caracterizar o perfil geral dos Cursos de Licenciatura em Química no Rio Grande do Sul. As evidências mostraram que os estudantes são majoritariamente oriundos de escolas públicas, tendo renda familiar de até 3 salários mínimos. Os extratos analíticos também revelaram que, apesar de a maior parte dos cursos ter obtido conceitos satisfatórios no exame, houve críticas dos estudantes dirigidas à falta de integração entre as disciplinas presentes nas estruturas curriculares e à fragilidade da preparação profissional, decorrente dessa característica. Palavras-chave: Formação docente. ENADE. Currículo. Educação em Química. REFLECTIONS ON THE CHEMISTRY TEACHER TRAINING PROGRAMS IN RIO GRANDE DO SUL: THE ELEMENTS OF ENADE 2011 Abstract: Many contemporary researches have pointed to the problems tied to Chemistry Teacher Training Programs, particularly those caused by the imbalance in the relationship between the theoretical and practical components in their curriculum framework. In this paper, we propose exploratory research on data from the National Survey of Student Performance 2011, focused on documentary analysis, which aimed to characterize the general profile of the Chemistry Teacher Training Programs in Rio Grande do Sul, Brazil. Results showed that students are mostly from public schools, with family income up to 3 minimum wages. Analytic extracts also revealed that although most of the programs have obtained satisfactory scores in that exam, there was criticism directed by students to the lack of integration between disciplines presented in the curriculum frameworks and the weakness of professional preparation which arises from this feature. Keywords: Teacher training. ENADE. Curriculum. Chemistry education. 

scholarly journals Technological Pedagogical Content Knowledge (TPACK) in pre-service and in-service chemistry teacher training: a systematic literature review

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 611-620
Author(s):  
Thaygra Severo Bernardes ◽  
Agostinho Serrano de Andrade Neto
Keyword(s):  
Theoretical Model ◽  
Teacher Training ◽  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Information And Communication Technologies ◽  
Systematic Literature Review ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teacher ◽  
Pedagogical Content

To guide the integration of Information and Communication Technologies (ICT) in the classroom, the theoretical model Technological Pedagogical Content Knowledge (TPACK), proposed by Mishra and Koehler in 2006, reinforces the importance of connecting pedagogical, technological, and content knowledge of teachers. This research sought to investigate the literature on how the theoretical model TPACK is being used for the integration of technology in Chemistry teaching. This investigation was based on a Systematic Literature Review (SLR), reaching a sample of 23 articles published in scientific journals from 2006 to 2019. In general, the researches that composed this SLR uses the theoretical model TPACK in a more theoretical way and mostly in in-service teacher training. The lack of research in the Brazilian context signals the need for more work supported by this framework, which can lead to practices that are more aligned with the contemporary needs of Chemistry teacher training.

scholarly journals TENDÊNCIAS DE PESQUISA SOBRE RESOLUÇÃO DE PROBLEMAS NA FORMAÇÃO DE PROFESSORES DE QUÍMICA / RESEARCH TRENDS ON PROBLEM SOLVING IN CHEMISTRY TEACHER TRAINING

2021 ◽  
Vol 27 (1) ◽  
pp. 59
Author(s):  
Amanda Pereira De Freitas ◽  
Angela Fernandes Campos
Keyword(s):  
Teacher Training ◽  
Problem Solving ◽  
Research Trends ◽  
Chemistry Teacher

Esta investigação apresenta uma análise das tendências de pesquisas sobre resolução de problemas RP no âmbito da formação de professores de Química objetivando identificar e analisar as propostas de estudos que vêm sendo desenvolvidas nesta área e os aspectos teóricos e metodológicos utilizados nestes estudos. A natureza desta investigação foi qualitativa do tipo bibliográfica. Encontrou-se vinte e quatro pesquisas, as quais foram analisadas conforme alguns elementos da técnica da Análise de Conteúdo.  Como resultado, identificou-se uma escassez de pesquisas sobre RP na área de formação de professores no ensino de Química. Também, as pesquisas mostram a RP sendo utilizada como estratégia didática no contexto escolar; não há evidências da RP como projeto curricular.

scholarly journals Participatory Action Research in University Chemistry Teacher Training

2018 ◽  
pp. 1
Author(s):  
Yannik Tolsdorf ◽  
Silvija Markic
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teacher ◽  
Participatory Action ◽  
The University ◽  
Advanced Model

The Participatory Action Research (PAR) model developed by Eilks and Ralle is very well known in science education. Over the years, many teaching and learning materials have been developed and implemented in German secondary schools using this method. The success of the model encouraged us to adapt it to the university level in order to develop university chemistry education courses. However, to do this, we encountered and conquered some challenges. The present paper is based on an advanced model of Participatory Action Research for developing university chemistry teacher training. For an advanced model, the focus is strongly on the extended development team, which contains people who were not part of the original team. The role of the students also changes. The ideas we used to further develop the model and implement it in practice will be described and discussed below.

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