Resumo

SCHNETZLER, Roseli Pacheco; SILVA, Lenice Heloisa Arruda  e  ANTUNES-SOUZA, Thiago. Pedagogical mediations in interpretation of investigative experiences: a didactic strategy for chemistry teacher education. Rev. Inter Ação [online]. 2016, vol.41, n.3, pp.585-604. ISSN 0101-7136.  https://doi.org/10.5216/ia.v41i3.41880.

This research proposes a didactic strategy aiming to articulate pedagogical mediations with an organization of chemical ideas involved in an experiment, according to the three levels of chemical knowledge: phenomenological, representational and theoretical. This strategy was developed with thirty future chemistry teachers and its analysis is supported by microgenetic approach aiming to highlight the importance of teacher-student dialogue in the mediation of meaning negotiation. The results indicate that in these processes, the teacher's word deliberately guides the thinking of the students, helping them in the interpretative process of the experience and mediating the development of highly abstract chemical concepts.

Palavras-chave : Pedagogical Mediation; Investigative Experience; Conceptual Development Process; Chemistry Teacher Education.

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