Analysis of the reflections of graduates in chemistry in teaching situations
The objective of this research was to identify and analyze of the reflections of students of the graduation course in Chemistry, as well as to the implications of these reflections for the development of the process of learning to teach. The data collection was performed through Biphasic Autoscopy i...
| Principais autores: | Arrigo, Viviane, Lorencini Júnior, Álvaro, Broietti, Fabiele Cristiane Dias |
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| Formato: | Artigo |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná (UTFPR)
2018
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| Acesso em linha: |
http://periodicos.utfpr.edu.br/rbect/article/view/6030 |
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| Resumo: |
The objective of this research was to identify and analyze of the reflections of students of the graduation course in Chemistry, as well as to the implications of these reflections for the development of the process of learning to teach. The data collection was performed through Biphasic Autoscopy integrated to the micro-teaching, a procedure that allowed the videotaping of the micro-teaching in the interactive phase and, through an interview, the identification of the problem situations arising from the practices of each one in the post-active phase. We identified that, although the students have faced problem situations in running their teaching activity, one of them was always responsible for unleashing all the others. Thus, we sought to catalog moments in which they reflected on such a situation aiming to transform their practice. So that, it was possible to identify moments of students' reflective practice and to verify that they did not occur in a sequential manner, but rather characterized by advances and setbacks, which allowed us to elaborate a spiral model that illustrates reflexive movements in a practice situation education. |
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