Resumo

ZORRILLA, Erica et al. Social Representations About Laboratory Practices: Epistemological and Practical Implications for Initial Teacher Training. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.52, pp.101-116.  Epub 30-Jan-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num52-13392.

Laboratory practices have been recognized as a methodological and didactic tool in the scientific training of students. Teachers of natural sciences usually integrate laboratory practices into a didactic model that is adapted to the particularities of the context, available resources and the training needs of students. This article presents the results of a study carried out with 35 natural science teachers, of which 24 are graduates of an education faculty (teachers in service), who work in basic and secondary education, and the remaining 11 teachers, deal with the initial training of teachers (teacher trainers), to identify social representations of teachers on experimental practices in initial teacher training, based on their opinions. As a result, it is found that teachers (trainers and in-service) give an important value to laboratory practices as a strategy in the scientific training of students, however, in-service teachers feel dissatisfaction due to the lack of correspondence between the training received and the possibilities of replicating it with your students. This result shows the need to address epistemological training with teachers in training on the meanings of laboratory practices, in the university context and the school context.

Palavras-chave : social representations; laboratory practices; initial teacher training; natural sciences.

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