Resumo

BEDIN, Everton. How to Teach Chemistry?. Rev. Diálogo Educ. [online]. 2021, vol.21, n.69, pp.985-1011.  Epub 11-Jun-2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.069.ao09.

This article aims to understand how a group of teachers develop their didactic-pedagogical actions with a view to teaching chemistry, pondering conceptions on the question: "How to teach chemistry"? This objective derives from the perspective that the convictions about the questioning are constituted idiosyncratically on the pedagogical ideas that are architected and based on theoretical assumptions and reflections on the pedagogical action itself, glimpsing the didactic resources and the different teaching methodologies plausible to their reality. Therefore, this qualitative and quantitative research, based on the analysis of data in a mixed way, was developed through an online form containing seven statements, built on Google Forms based on the five-point Likert scale¸ and made available to 92 chemistry teachers over 30 days. The qualitative analysis of the assertions occurred in an interpretative way in the light of theorists in the area, and quantitatively based on descriptive statistics from the Statistical Package for the Social Sciences program. In the end, it was evident that the vast majority of teachers develop their didactic-pedagogical actions based on strategies that they consider efficient and important for students to learn chemistry, followed by the insertion of research, dialogue and the (re) meaning of concepts and the contents based on the subjects' curiosity, context and interest.

Palavras-chave : Chemistry Teaching; Teaching Practice; Socio-scientific formation.

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