Análise de uma sequência didática sobre ligações químicas produzida por estudantes de química brasileiros em Formação Inicial

Abstract

In this work the authors understand a Teaching/Learning Sequence (TLS) as a tool to strengthen the relationship between the theories boarded in teachers' training courses and the practices evolved by the teachers in formation. From this perspective, our objective is the analysis of the nature of didactic strategies shown in a TLS on Chemical Bonding, written for and applied in Secondary Education by pre-service teachers, participants in a Brazilian Program of teachers' training (PIBID, translated as “Institutional Program of Scholarships for Teaching Initiation”). The proposal of making the TLS was considered as an important action in the training of the scholarship holders, because it represented reflection and collaborative work among the participants. Moreover the PIBID, through actions that encourage the creation, development and evaluation of teaching methods, has contributed significantly to the formation of a teacher reflective and conscious of teaching needs, challenges and opportunities in the profession.