Abstract

FRAGOSO, Marco Aurelio Soares; MORAIS, Josmaria Lopes de  and  ROMERO, Adriano Lopes. Continuing Teacher Education as a Locus for Educational Product Evaluation. Rev. Diálogo Educ. [online]. 2024, vol.24, n.80, pp.298-317.  Epub Apr 29, 2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.080.ao08.

This work is based on the premise that basic education teachers can be receivers and evaluators of educational products (EPs) in the development phase. This study aimed to evaluate an EP with a Science-Technology-Society-Environment (STSE) approach by chemistry teachers in continuing education. This is a didactic sequence (DS) on the knowledge object of the periodic table, developed considering the parameters and educational purposes of the STSE approach. The evaluation stage of this EP, carried out in the context of a continuing education course, involved the participation of seven teachers from the Paraná state education system. Using questionnaires as a data collection tool, 13 questions were grouped into three categories relating to the use of the STSE approach and perceptions of the presence of parameters and educational purposes of the STSE approach in the DS. It was clear from the teachers' answers that by exploring the smartphone technological artifact using the STSE approach, the teaching of the periodic table knowledge object could be better understood and valued by basic education students. As for the presence of the educational parameters and purposes of the STSE approach, the participants pointed out that the resources and tools presented in the DS contribute to achieving the objectives listed for each of the proposed units. At the end of the research, we highlight the importance of considering basic education teachers as more than just potential users of EPs, including them as active agents in implementing and evaluating EPs.

Keywords : STSE; Didactic sequence; Periodic table; Smartphone..

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