CARACTERIZAÇÃO DE OBSTÁCULOS EPISTEMOLÓGICOS NA CONCEPÇÃO DE LICENCIANDOS EM QUÍMICA QUE DIFICULTAM O DESENVOLVIMENTO DO CONHECIMENTO PROFISSIONAL DOCENTE
The change in the way of teaching Chemistry requires, among others aspects, the rupture of established teaching practices and involves the professional development of teachers. Several conditions are necessary for such changes to take place, such as the recognition and legitimation of a specific kno...
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| Format: | Article |
| Language: | English |
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Sociedade Brasileira de Química
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| Series: | Química Nova |
| Subjects: | |
| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422018000800943&lng=en&tlng=en |
| _version_ | 1819053071231090688 |
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| author | Graziele B. O. Pena Nyuara A. S. Mesquita |
| author_facet | Graziele B. O. Pena Nyuara A. S. Mesquita |
| author_sort | Graziele B. O. Pena |
| collection | DOAJ |
| description | The change in the way of teaching Chemistry requires, among others aspects, the rupture of established teaching practices and involves the professional development of teachers. Several conditions are necessary for such changes to take place, such as the recognition and legitimation of a specific knowledge to teach Chemistry as the Pedagogical Knowledge of Chemistry Content (PCKC) and the identification and characterization of obstacles that hamper the development of this professional knowledge. In this context, this article aims to describe the characterization of two epistemological obstacles: valorative obstacle and experiential obstacle, identified in the concept of undergraduate students of Chemistry Degree. The identification of obstacles of an epistemological nature in the concept of future Chemistry teachers can contribute to the improvement of the teacher training, since it gives subsidies to promote the learning of professional knowledge in Chemistry and perhaps to strengthen the professionalization of this career. |
| first_indexed | 2024-12-21T12:29:54Z |
| format | Article |
| id | doaj.art-f5db41d6b46d4a27995dd5aeb7e369da |
| institution | Directory Open Access Journal |
| issn | 1678-7064 |
| language | English |
| last_indexed | 2024-12-21T12:29:54Z |
| publisher | Sociedade Brasileira de Química |
| record_format | Article |
| series | Química Nova |
| spelling | doaj.art-f5db41d6b46d4a27995dd5aeb7e369da2022-12-21T19:04:04ZengSociedade Brasileira de QuímicaQuímica Nova1678-706441894395210.21577/0100-4042.20170233S0100-40422018000800943CARACTERIZAÇÃO DE OBSTÁCULOS EPISTEMOLÓGICOS NA CONCEPÇÃO DE LICENCIANDOS EM QUÍMICA QUE DIFICULTAM O DESENVOLVIMENTO DO CONHECIMENTO PROFISSIONAL DOCENTEGraziele B. O. PenaNyuara A. S. MesquitaThe change in the way of teaching Chemistry requires, among others aspects, the rupture of established teaching practices and involves the professional development of teachers. Several conditions are necessary for such changes to take place, such as the recognition and legitimation of a specific knowledge to teach Chemistry as the Pedagogical Knowledge of Chemistry Content (PCKC) and the identification and characterization of obstacles that hamper the development of this professional knowledge. In this context, this article aims to describe the characterization of two epistemological obstacles: valorative obstacle and experiential obstacle, identified in the concept of undergraduate students of Chemistry Degree. The identification of obstacles of an epistemological nature in the concept of future Chemistry teachers can contribute to the improvement of the teacher training, since it gives subsidies to promote the learning of professional knowledge in Chemistry and perhaps to strengthen the professionalization of this career.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422018000800943&lng=en&tlng=enchemistry teachingteaching epistemological obstaclesvalorative obstacleexperiential obstacle, Pedagogical Knowledge of Chemistry Content |
| spellingShingle | Graziele B. O. Pena Nyuara A. S. Mesquita CARACTERIZAÇÃO DE OBSTÁCULOS EPISTEMOLÓGICOS NA CONCEPÇÃO DE LICENCIANDOS EM QUÍMICA QUE DIFICULTAM O DESENVOLVIMENTO DO CONHECIMENTO PROFISSIONAL DOCENTE Química Nova chemistry teaching teaching epistemological obstacles valorative obstacle experiential obstacle, Pedagogical Knowledge of Chemistry Content |
| title | CARACTERIZAÇÃO DE OBSTÁCULOS EPISTEMOLÓGICOS NA CONCEPÇÃO DE LICENCIANDOS EM QUÍMICA QUE DIFICULTAM O DESENVOLVIMENTO DO CONHECIMENTO PROFISSIONAL DOCENTE |
| title_full | CARACTERIZAÇÃO DE OBSTÁCULOS EPISTEMOLÓGICOS NA CONCEPÇÃO DE LICENCIANDOS EM QUÍMICA QUE DIFICULTAM O DESENVOLVIMENTO DO CONHECIMENTO PROFISSIONAL DOCENTE |
| title_fullStr | CARACTERIZAÇÃO DE OBSTÁCULOS EPISTEMOLÓGICOS NA CONCEPÇÃO DE LICENCIANDOS EM QUÍMICA QUE DIFICULTAM O DESENVOLVIMENTO DO CONHECIMENTO PROFISSIONAL DOCENTE |
| title_full_unstemmed | CARACTERIZAÇÃO DE OBSTÁCULOS EPISTEMOLÓGICOS NA CONCEPÇÃO DE LICENCIANDOS EM QUÍMICA QUE DIFICULTAM O DESENVOLVIMENTO DO CONHECIMENTO PROFISSIONAL DOCENTE |
| title_short | CARACTERIZAÇÃO DE OBSTÁCULOS EPISTEMOLÓGICOS NA CONCEPÇÃO DE LICENCIANDOS EM QUÍMICA QUE DIFICULTAM O DESENVOLVIMENTO DO CONHECIMENTO PROFISSIONAL DOCENTE |
| title_sort | caracterizacao de obstaculos epistemologicos na concepcao de licenciandos em quimica que dificultam o desenvolvimento do conhecimento profissional docente |
| topic | chemistry teaching teaching epistemological obstacles valorative obstacle experiential obstacle, Pedagogical Knowledge of Chemistry Content |
| url | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422018000800943&lng=en&tlng=en |
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