A formação docente através da elaboração e uso de software contendo uma sequência didática na aprendizagem da temática fotossíntese para alunos do ensino médio

Abstract

Research on teaching and learning theme of Photosynthesis point difficulties in students' understanding of the phenomenon in question. Many students have ontological and epistemological obstacles in understanding photosynthesis. Thus, this research proposed the development of a didactic sequence (SD) on the Photosynthesis theme, the result of a process of continuous and collaborative learning. This didactic sequence was inserted into an educational software in order to meet an interactive, dynamic teaching, facing network society. It is understood that the continuous and collaborative training takes leading role in the search for new alternative ways, as the methodology used by teachers is a difference in student learning. The research was analyzed qualitatively. Meetings were held between the researcher and biology teachers, based on the assumptions of a collaborative research. Two teachers were part of the research, and they were called A and B. The study times were recorded and then analyzed using content analysis method (CA) Bardin. The interpretation of the teachers discourse A and B showed that they had differences of thought and attitude. While The Professor showed satisfaction with their teaching practice, Professor B has adopted a reflective and pedagogical change posture. The meetings or moments of studies (ME) were planned and executed based on the responses provided by teachers in the initial questionnaire (diagnosis), but also by reference adopted in the research, namely: Didactic Transposition (TD) and Anthropological Theory of the Didactic (TAD), which served as support for the preparation of the Didactic Sequence (SD). As for the interview with the teachers A and B, both evaluated continuing education in a positive way, and the teacher was the most objective report on the importance of partnership developed over the meetings. This position is in line with the purposes of a collaborative research that creates favorable conditions for change, the transformation of educational practice, a spontaneous make for a know-how conscious.