Chemistry teacher training students about the use of Potentially Meaningful Teaching Unit

Abstract

The effective improvement of the teaching-learning process occurs through the intervention of the teacher and the continuous improvement of his pedagogical practice in initial and continuing education actions. Thus, the school environment is an environment conducive to research and investigation of the potential of different methodologies. In this sense, Potentially Meaningful Teaching Unit (PMTUS) - theoretically grounded teaching sequences - are focused on Meaningful Learning, since they can stimulate applied research in teaching, which is directed directly to the classroom. In this paper, we present results of the analysis of the use of the PMTUS, presented through a pedagogical workshop, by Chemistry graduates, aiming to evaluate the extent to which they can see the strategy as viable and interesting to approach chemical contents. We adopted in this work the quantitative research, using the Likert scale and qualitative, from the active research, in the form of action research. Quantitative data were processed according to classical statistics, using as centrality measures the arithmetic mean and standard deviation. As for the qualitative data, they were built from the Bardin Content Analysis. From the evaluation of the action, it was possible to conclude that the students perceived the PMTUS as interesting to be used in their classes. However, they are considered unviable due to aspects related to the time allocated to their preparation.