THE RESEARCH-ACTION IN FORMATIVE PROCESSES OF CHEMISTRY TEACHERS: CONTRIBUTIONS TO THE PRODUCTION OF DOCENT KNOWLEDGES.

Authors

  • Marli Dallagnol Frison
  • José Claudio Del Pino

Keywords:

Formação de professores. Saberes docentes. Ensino de Química.

Abstract

In this text is approached the research-action as an instrument of docent practice evaluation, analysis and its potential to the knowledge production. We highlight guiding aspects of this research-action and evaluate its effects, by analyzing them on the following dimensions: complexity of docent action; practices of Student Teachers towards classroom situations; their potentiality and limitations in the production of innovative propositions to the Chemistry teaching; and their perceptions about the teaching and learning processes. A few principles point out the research-action guides to a better understanding over the docent practice, its contexts and conditions that allow making interventions.

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Author Biographies

Marli Dallagnol Frison

Professora do Departamento de Ciências da Vida da Unijuí. Membro do Gipec-Unijuí. Mestre em Educação nas Ciências – Unijuí. Doutoranda do Programa de Pós-Graduação Educação em Ciências: Química da Vida e Saúde – UFRGS.

José Claudio Del Pino

Professor do PPG Educação em Ciências: Química da Vida e Saúde e de Química da UFRGS. Pós-doutor pela Universidade de Aveiro - Portugal. Doutor em Engenharia de Biomassa – UFRGS. Mestre em Ciências Biológicas – Bioquímica – UFRGS.

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Published

2012-09-26

How to Cite

Frison, M. D., & Del Pino, J. C. (2012). THE RESEARCH-ACTION IN FORMATIVE PROCESSES OF CHEMISTRY TEACHERS: CONTRIBUTIONS TO THE PRODUCTION OF DOCENT KNOWLEDGES. Revista Didática Sistêmica, 14(1), 86–98. Retrieved from https://periodicos.furg.br/redsis/article/view/2572

Issue

Vol. 14 No. 1 (2012)

Section

Artigos de Fluxo Contínuo

License

Ao encaminhar os originais, o(s) autor(es) cede(m) os direitos de publicação para a Revista Didática Sistêmica