Resumo

ARAUJO, João Paulo Alves de  e  JUNIOR, Wilmo Ernesto Francisco. Participation in Science Activities and Interrelationship with Chemistry Teacher Education. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.52, pp.249-266.  Epub 31-Jan-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num52-13843.

This research focuses on the scientific popularization in the context of initial teacher education for chemistry. The objective was to identify and analyze what knowledge is developed from participation in scientific popularization activities. The qualitative research used focal groups as a data collection technique. The analysis was based on a content perspective. Eleven undergraduates in chemistry from a Brazilian federal university participated the study, who had been systematically developing scientific dissemination actions. The results indicated that most of the students were unaware of science popularization before attending university, as well as that participation in such activities contributes to understanding this practice. Five main learnings were identified: communication skills, mediation of pedagogical activities, critical thinking, planning, and theoretical-practical aspects of teaching action. Such categories are related to the knowledge necessary for teaching practice, in particular the dimensions proposed by Shulman: general pedagogical knowledge; knowledge of apprentices and their characteristics; knowledge of educational contexts; knowledge of the purposes and values of education. In turn, content knowledge content was scarcely mentioned. The involvement in science communication actions can contribute to training teachers who analyze their planning, their communicative strategies, and the impacts of these activities on learning.

Palavras-chave : teacher knowledge; teacher education; science popularization; chemistry teaching.

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