Banca de QUALIFICAÇÃO: ANDERSON SOARES DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ANDERSON SOARES DA SILVA
DATE: 05/05/2025
TIME: 09:00
LOCAL: Google Meet
TITLE:

Analysis of the Implementation of a Ludic and Inquiry-Based Teaching Sequence in Chemistry Teacher Education

KEY WORDS:

Ludic Teaching; Teacher Education; Inquiry-Based Methodology

PAGES: 47
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study discusses the potential contributions of implementing a ludic and inquiry-based teaching sequence (SELI) in Chemistry education. Its main objective is to analyze the possible contributions of this implementation, grounded in the Inquiry-Based Teaching Cycle (Ciclo do Ensino Investigativo – CEI) and the Ludic Methodological Pathway (Percurso Metodológico Lúdico – PML), as a methodological proposal for Chemistry teacher education. The research will take place at a Federal Higher Education Institution, involving undergraduate Chemistry Teacher Education programs. It is characterized as a field study with a qualitative approach, aiming to address the following research question: “How can a teaching proposal for pre-service chemistry teacher education be developed based on the relationship between the CEI and the PML?”

The design of the instructional activity to be carried out with the pre-service teachers is based on the PML proposed by Nascimento (2022), in conjunction with the CEI proposed by Silva (2020). To this end, the SELI is structured into five stages: Problem Anticipation, Preparation Synthesis, Ludic-Investigative Encounter, Contextual Effectuation, and Conceptual Review. In the first stage, questionnaires will be used to identify students' prior knowledge, allowing for the recognition of learning gaps. The second stage involves teacher-led explanations, discussions, debates, research activities, and reading assignments focused on concepts students had more difficulty with, aiming to reduce these knowledge gaps. In the third stage, students will engage in the experiential component of the proposal, where they will test hypotheses to solve the problem posed. The fourth stage will allow students to confirm or revise their initial hypotheses. At this point, they will develop and present their own SELI proposals in the form of a seminar as part of the contextualization activity. The fifth stage consists of a reflective dialogue with the students about the learning experience, to understand how the SELI contributed to their conceptual understanding. Here, students will revisit all the steps from previous stages and connect their prior knowledge with the newly constructed concepts. Data will be categorized and organized based on Bardin’s (2011) Content Analysis.

COMMITTEE MEMBERS:
Presidente - ***.319.624-** - JOÃO EDUARDO F RAMOS - UFPE
Interno - JOSE EUZEBIO SIMOES NETO
Externo à Instituição - RICARDO LIMA GUIMARAES