UMA ANÁLISE INVESTIGATIVA DA(S) DIDÁTICA(S) DOS PROFESSORES DE QUÍMICA DO ENSINO MÉDIO

Abstract

The didactic used by teachers, despite advances, are still very much questioned, due to the strong influence it exerts on science teaching. In chemistry, because of its characteristic, the contents, depending on the way in which the teacher(s) teach, becomes something incomprehensible and with small significance. Aiming to verify this influence on the teaching and learning process, an analysis of teachers' practice was developed through a comparative study, reflecting on the didactics used in high school chemistry classes at Rodrigo Rodrigues da Cunha State School (Pires do Rio - GO) and Agricultural Family de Orizona School (Orizona - GO). Therefore, it is proposed to seek possible answers to the problem that involves the didactic used, emphasizing the influence it exerts on learning. The research presented is qualitative, of an exploratory and explanatory character, which sought to become familiar with little understood problems and to identify and explain the factors that contribute to the occurrence of certain phenomenons. The Bibliographic research was used as a fundamental part of the research, where authors in the field of general didactics and science didactics were the basis of the theoretical framework. It also had an online questionnaire that was sent to participating teachers (Teacher A (PA) and Teacher B (B)), through the google forms platform. Through the collected data, it was possible to analyze and discuss the teacher's didactic: planning, methodology, procedures used to stimulate students' interest, resources, class routine, way of approaching the contents, evaluation and teacher-student relationship. The results show that the didactic(s) adopted reflect on the students' learning, since the effective didactic mediation process depends on the teacher's work. The way you choose the methodology, use the resources, the teacher-student relationships and the assessment directly influence the success or otherwise of student learning. And, to help teachers in their pedagogical practice, the study and critical reflection on science didactics and didactics contribute significantly to the evolution of the teaching and learning process in the discipline of chemistry.