O processo de elaboração de problemas por licenciandos em química: concepções, sentimentos e a mobilização de atitudes

Abstract

Experiments with the methodology of problem solving, during the initial formation of chemistry teachers, can be important for the teacher preparation of these professionals, allowing to exercise a teaching of chemistry consistent with the reality of Students. Also, by solving problems, we can promote the development of conceptual, procedural and attitudinal contents. The present study aimed to analyze the process of elaboration of problems by undergraduate students in chemistry, paying attention to the conceptions, the feelings of the undergraduate students, during the process, and the mobilization of attitudes during the elaboration of the problem. For this, the undergraduate students reported their conceptions through a structured interview, which produced narrative discourses. These discourses were analyzed through narrative analysis, considering the traits of Hermeneutic compositionality, canonicity and violation and referentiality. The feelings expressed by the undergraduate students were identified through testimonies at the end of each lesson in the sequence of problems elaboration and submitted to narrative analysis through hermeneutic compositionality, to define categories of Feelings. The mobilization of attitudes was analyzed based on the elaboration of the problems and the proposition of attitudes, by the undergraduate students, who could possibly be developed by solving the problem. The attitudes were categorized with respect to science, with respect to the learning of science and with respect to the social implications of science. In general, the conceptions present a lot of similarity with theoretical and methodological aspects of problem solving; Feelings revealed a satisfaction in the process of developing problems and the undergraduate students mobilized attitudes in the elaboration of problems, mostly related to the social implications of science. Thus, we believe that the contact of the undergraduate students with the methodology of problem solving during graduation can provide intentions for a possible application of this methodological approach in their future teaching practice.