A pergunta na aprendizagem em qu?mica : a percep??o de te?ricos, professores e estudantes do ensino m?dio

• Ano de defesa: 2014
• Autor(a) principal: Pinto, Lu?za Vergara de Azevedo Rodrigues
• Orientador(a): Ramos, Maurivan G?ntzel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
• Departamento: Faculdade de F?sica
• País: Brasil
• Palavras-chave em Português: QU?MICA - ENSINO M?DIO; QU?MICA - M?TODOS E T?CNICAS DE ENSINO; ARGUMENTA??O; EXPERIMENTA??O; PESQUISA EDUCACIONAL; APRENDIZAGEM; EDUCA??O
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/6366

This paper discusses the approaches and departures on the concepts of authors, professors of chemistry and middle school students about the use of inquiry in the classroom. Thus, the central problem of the following research question: What aspects approach and depart aspects in relation to the theoretical insights of Education and Science Education, Chemistry teachers and high school students on the use of inquiry in the classroom? The investigation was conducted with 38 students and 20 teachers from public and private network of Porto Alegre and Porto Alegre metropolitan area. For data collection, questionnaires were applied with research subjects and subsequently analyzed using Textual Discourse Analysis. The analysis allows us to understand how the question is present in the classroom and what the comparative between theorists, teachers and students. It was possible to identify that inquiry based teaching does not occur that investigated schools and reconstructive question was not identified in the responses to questionnaires. In conclusion, it points to the need for teacher training for this research, both theoretical and practical, work under the assumptions of Demo (2007) and consequently makes the student an active researcher, moreover, the use of reconstructive questioning.