From a didactic sequence to a thematic workshop: planning challenges within a PIBID subproject of chemistry

Abstract

Thematic workshops are continuously used in teaching chemistry. They are instruments that allow the construction of research environments in the classroom, in order to break with the traditional teaching and provide the meaning of the concepts studied. Believing in its didactic potential, the present article presents part of the reflections emerging from the construction of a thematic workshop on the petroleum theme, from the adaptation of the activities of a didactic sequence on the same generating theme. In this sense, this work sought to investigate the main difficulties faced by a group of scholars from a PIBID subproject of Chemistry in the construction of a thematic workshop. For this, the data collection was done by the follow-up of the process of elaboration of the workshop and the reflections resulting from this activity described in his Reflective Diaries. The data obtained revealed that, during the construction of the workshop, the difficulties faced by scholarship holders were mainly related to the preparation of activities, selection of content, time control, definition of the initial problem and the establishment of evaluation criteria. These results reinforce the importance of reflection on didactic planning since the initial formation, in order to train teachers attentive to the most diverse challenges that the planning of teaching activities can present.

Keywords

• aprendizagem
• ensino de química
• estratégias didáticas
• funções docentes
• planejar