Conceptions and Perceptions of Pre-service Teachers on the use of Paradidactic Books in Chemistry Teaching

Resumo

This research aimed to investigate the conception of chemistry pre-service teachers in the use of para-didactic books in the teaching of Chemistry, with emphasis on questions related to learning mechanisms, didactic strategies and discussion in the classroom. In the methodology, a questionnaire structured in two axes was used as a data collection instrument, which was made available to students of the Chemistry course of a community university in Canoas, metropolitan region of Porto Alegre/RS. This questionnaire, as an empirical part of this article, was analyzed in the light of Bardin's Content Analysis (2011), and its qualitative and quantitative data are expressed through figures and tables. In the data representation, after analysis and interpretation, through the conceptions of the undergraduate students, the importance of the use of this resource in pedagogical practices was verified, corroborating, in addition to the teaching and learning processes, with the improvement of teaching and, mainly , with the contextualization of scientific knowledge in the light of the socio-cultural knowledge of the student. Thus, based on the paradigmatic book, advances in school actions are expected to build and experience a new contextualized and meaningful narrative to the student, also contributing to the way of teaching and learning of the different teachers, providing them with a tool that has the scientific, epistemological and social foundation.