Abstract

CRISTINA LANCA, Amanda  and  FRANCISCO, Welington. Experimentation and Training of Chemistry Teachers: Dialogues with the Relationship with Knowledge. Rev. Fac. Cienc. Tecnol. [online]. 2024, n.56, pp.94-113.  Epub Sep 08, 2024. ISSN 0121-3814.  https://doi.org/10.17227/ted.num56-18621.

Bernard Charlot’s theory of the relationship with knowledge examines how the subject appropriates knowledge throughout their lived trajectory. Based on this notion, this study identifiesseven training elements of the relationship with knowledge to explore the conceptions ofChemistry undergradua te in the state Tocantins, Brazil, regarding the role of experimentation in teaching and learning Chemistry. A qualitative research was conducted using the case study method. The balance of knowledge served as a research instrument, and the content analysis was applied to process the data. The results showed the students’ conceptions oscillate between investigative and illustrative exprimentation, reflecting the school reality. However, there is a recognized need to intensify dis cussions about experimentation throughout the academic training.

Keywords : experimentation; teachers’ training; relationship with knowledge; chemistry teaching.

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