Professores em formação inicial numa perspectiva investigativa e CTS: o ensino de ciências a partir da culinária

Abstract

This research aimed to elaborate, develop and analyze a set of activities that comprised an optional 30-hour course offered to undergraduate Chemistry students. The teaching and learning process was based on the culinary theme treated from two approaches to science teaching: Investigative and CTS. Two classes (kitchen equipment and science in cooking recipes) were analyzed to identify which interactions emerged between peers, what features of a school-type scientific investigation we would detect, and what evidence of scientific reasoning we noticed in investigative-focused classes. In another class (simulated pesticide jury) we looked at the possible signs of student adherence, whether the activity could be a starting point for change of mind and whether role play and simulation games could be used to develop values and clarify issues on controversial topics with the CTS motto. The acquisition of other data was concentrated on the analysis of the archives published on the official page of the Chemistry College, application and analysis of questionnaires answered by the students, the audio and image capture of the classes, diary annotations, written participation in the various forms. assessment of the discipline. In these documents we seek the number, type and times of the optional subjects offered in the first semester of 2019, as well as the percentage of overlapping academic trajectories in the bachelor's degree and chemistry degree. We seek to indicate (i) the way of teaching Chemistry / Sciences, (ii) the proximity to teaching, (iii) the offer of discipline in later semesters and (iv) the significance given by students to the discipline regarding teacher education. We found a minimum overlap of the workload of the Chemistry course from the undergraduate degree to the Technological Bachelor and Bachelor Degree modalities of 49 and 51%, respectively. Another significant point is that of the 28 elective courses of the first semester of 2019, 20 (72%) were offered in the afternoon and 5 (18%) of them were aimed at teacher education. We also realize that some students still believe in science teaching based on knowledge transmission; 12 of them stated that they were more identified with teaching after the discipline; 15 of them stated that the discipline should be offered in later semesters and consider the possible use of strategies and / or approaches that were studied and experienced during the discipline. In the investigative classes the main forms of student interaction were verbal communication, written notes and gesture during positioning. In the jury we found the massive participation of students, the possibility of initiating a change of opinion even in undergraduate students and simulation games can clarify questions about certain public policies that involve controversial topics such as the use of pesticides. We produced a notebook with all the activities proposed in the course (educational product) at the end of the research.