Teaching and learning chemistry: contributions of immersion projects in teaching to teachers training

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dc.creatorMaria Luiza Silva Tupy Botelho
dc.creatorAna Luiza de Quadros
dc.date.accessioned2023-06-26T16:50:17Z
dc.date.accessioned2025-09-09T01:02:25Z
dc.date.available2023-06-26T16:50:17Z
dc.date.issued2019
dc.identifier.doihttp://dx.doi.org/10.30845/aijss.v8n1p3
dc.identifier.issn2325-4149
dc.identifier.urihttps://hdl.handle.net/1843/55358
dc.languagepor
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofAmerican International Journal of Social Science
dc.rightsAcesso Restrito
dc.subjectQuímica - Formação de professores
dc.subjectProfessores - Formação
dc.subjectProfessores e alunos
dc.subjectQuímica (Primeiro grau) - Estudo e ensino
dc.subject.otherTeacher training
dc.subject.otherImmersion projects in teaching
dc.subject.otherChemistry teaching
dc.titleTeaching and learning chemistry: contributions of immersion projects in teaching to teachers training
dc.typeArtigo de periódico
local.citation.epage20
local.citation.issue1
local.citation.spage12
local.citation.volume8
local.description.resumoTraining educators to teach Chemistry so to produce learning has been a challenge in teacher training courses. This study was developed aimed at analyzing the contributions of immersion projects in teaching to the understanding of teaching and learning process and the role of both teachers and students in the classroom dynamics. A questionnaire and a focus group were used for data production. Through content analysis, we noticed that teachers in training seem to understand the important discussions in the educational field, with promising chances of getting hold of them as teaching practices when they take on teaching.
local.identifier.orcidhttps://orcid.org/0000-0001-9175-7604
local.identifier.orcidhttps://orcid.org/0000-0003-1156-5536
local.publisher.countryBrasil
local.publisher.departmentICX - DEPARTAMENTO DE QUÍMICA
local.publisher.initialsUFMG
local.url.externahttp://www.aijssnet.com/journals/Vol_8_No_1_March_2019/3.pdf

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