Webqnano: estratégia de promoção do ensino por investigação num curso de formação de professores de química

Abstract

We are living times singed by fast changes; the rising of new technologies has made information access immediate. Those technologies have been gaining ground in the whole society but especially in school; their open access character as well as their dynamic usage in teaching-learning processes have become patent. With those new digital information and communications technologies (DICT), proposals for strategies based on those kinds of resources are more and more frequent in all modalities and stages of education. Hence, the WebQuest (WQ) is a tool for teachers settle reliable information from the web and conduct guided research activities with their students. In this scenario, we created, implemented and assessed potentialities of a WebQest on Nanosciene & Nanotchnology in a Chemistry teachers training course; the choice for that subject-matter is due to the science-technology assembly significance to that field and because of its influence in contemporary world. During the research process the interventional activities were conducted, in a qualitative approach, with a group of students from the Chemistry Teaching graduate course offered by the Federal Rural University of Pernambuco (UFRPE), at the Serra Talhada campus; regarding the research goals, it is qualified as an exploratory investigation and an evaluative study, to the methodological procedures. When it comes to data collection, it was conducted using a questionnaire, from students’ works and by audiography/transcription from its presentation in an eight class sequence. For data interpretation, we applied Moraes and Galiazzi (2006) Textual Discursive Analysis (TDA) and Rocha (2014) WebQuest adapted Bloom’s taxonomy. According to the results, we could conclude the media we produced had a good acceptance among students and proved to be a suitable pedagogical tool for mobilizing available resources on the web, besides stimulating a kind of inquiry-based learning. In doing so, the WQ strategy also proved to be a good environment for interaction and substantive knowledge construction.