A pergunta na aprendizagem em química: a percepção de teóricos, professores e estudantes do ensino médio

• Ano de defesa: 2014
• Autor(a) principal: Pinto, Luíza Vergara de Azevedo Rodrigues
• Orientador(a): Ramos, Maurivan Güntzel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: QUÍMICA - ENSINO MÉDIO; QUÍMICA - MÉTODOS E TÉCNICAS DE ENSINO; ARGUMENTAÇÃO; EXPERIMENTAÇÃO; PESQUISA EDUCACIONAL; APRENDIZAGEM; EDUCAÇÃO
• Link de acesso: http://hdl.handle.net/10923/7655

This paper discusses the approaches and departures on the concepts of authors, professors of chemistry and middle school students about the use of inquiry in the classroom. Thus, the central problem of the following research question: What aspects approach and depart aspects in relation to the theoretical insights of Education and Science Education, Chemistry teachers and high school students on the use of inquiry in the classroom? The investigation was conducted with 38 students and 20 teachers from public and private network of Porto Alegre and Porto Alegre metropolitan area. For data collection, questionnaires were applied with research subjects and subsequently analyzed using Textual Discourse Analysis. The analysis allows us to understand how the question is present in the classroom and what the comparative between theorists, teachers and students. It was possible to identify that inquiry based teaching does not occur that investigated schools and reconstructive question was not identified in the responses to questionnaires. In conclusion, it points to the need for teacher training for this research, both theoretical and practical, work under the assumptions of Demo (2007) and consequently makes the student an active researcher, moreover, the use of reconstructive questioning.