Conhecimento pedagógico do conteúdo de estequiometria de professores licenciados em química da rede estadual de Alfenas-MG

Abstract

The present dissertation considers the results and discussion of a research at a Master’s degree level developed with aim to investigate the Stoichiometry Pedagogical Content Knowledge of Chemistry teachers that teach in public schools on Alfenas’s city, in the state of Minas Gerais. This is a qualitative study, conducted with four high school teachers, licensed in Chemistry, in which the data collection and triangulation occurred in four stages: a semi structured interview as first stage; the CoRe construction as a second stage; a second semi structured interview as a third stage; and the construction of the PaP-eRs by the researcher followed by the validation of this PaP-eRs by the participants as the fourth and last stage. The data treatment was done with Content Analysis and used ten constructed a priori categories, considering the theoretical framework, as follows: Knowledge of Student Learning; Knowledge of Instructional Strategies; Knowledge of Curriculum; Knowledge of Assessment; Knowledge of Resources; Content Knowledge; Knowledge of Goals; Knowledge of Technology; Knowledge of Student Diversity; and Knowledge of Context, and a category emerged from the data a posteriori, named Knowledge of Student’s Difficulty. The results were discussed under two main lines: the Stoichiometry Professional Knowledge Component’s manifestations, with inferences about the processes of interpretation, specification or synthesis; and the Stoichiometry Pedagogical Content Knowledge of the participants. As conclusions, a systematization and documentation of this manifestations and the Stoichiometry TSPCK evidenced the idiosyncratic character of TSPCK of each participant, as well as different processes of association (interpretation, synthesis and/or specification) between the professional knowledge components. Furthermore, about the “Knowledge of Curriculum” component, explicit by the participants, our results shows a fragmented view of the teaching objectives for Stoichiometry Knowledge of Curriculum which was not explicit even on Minas Gerais’s guidelines, on Common Basic Content (CBC), with official use until beginning of 2021 st .