Ensino de ciências por investigação no contexto do PIBID: contribuições à formação de professores de química ; Inquiry-based science teaching in the PIBID context: contributions to the training of chemistry teachers

Acompanha: Ensino de ciências por investigação: roteiro didático-pedagógico para o desenvolvimento de sequências de ensino investigativas ; The training of science teachers has not kept up with the changes in the profile of students in schools in recent years. Although schools provide digital technologies, many teachers have difficulty modifying their lesson plans. With this in mind, this research highlights the importance of implementing new methodological approaches to teacher training to contribute to this context. The objective was to analyze and identify the contributions of a course on Inquiry-Based Science Education (IBSE) for the training of pibidianos in the Chemistry Undergraduate Program. Given this, it was necessary to elaborate on such a course to provide theoretical subsidies for them to know, plan and experience the IBSE approach and the Investigative Teaching Sequence (ITS). This research was applied, qualitative, and descriptive. The participants were six undergraduate students in chemistry from a federal technological university in northern Paraná, members of the Institutional Program for Scholarship Initiation to Teaching (PIBID). Data collection occurred during the course, conducted online via Google Classroom/Meet. An initial questionnaire, two forms (one for self-evaluation and the other for evaluation of the presented ITS), and a semi-structured interview were used. The relevance of the formative triad for the initial training of the pibidianos was reinforced: the incentive and quality of initial and continued teacher training, the integration of higher and primary education, and the insertion of undergraduates in the school context. The data were organized according to the fundamentals of Bardin's content analysis and in light of the theoretical framework of the research. Three dimensions were defined: (1) the conceptions of the pibidianos about the IBSE; (2) the perceptions of the pibidianos in the elaboration and self-evaluation of an ITS; and (3) the contributions of the teacher ...