An analysis of Development of a Didactic Sequences by two pre-service chemistry teachers during a Process of Oriented Reflection

Abstract

Oriented Reflection process (PRO) is an initiative that may promote situations in which pre-service teachers reflect on their development of lesson plans, elaboration and preparation of intervention activities in chemistry teaching. Nowadays, teachers assume a role of facilitator in knowledge construction, and their duty is create investigative activities that provide students to develop skills necessary for understanding the world around them. Thus, this study investigated the evolution and relation among investigative levels, scientific literacy and cognitive levels present in four educational proposals which compose an instructional sequence for specific content, prepared by two pre service chemistry teachers of a public university, during a process of oriented reflection. The results show that the educational proposals evolution in most of analyzed topics, which could be justified by reflections offered to pre service teachers by individual and group meetings.

Keywords

• Oriented reflection
• pre-service teaching
• chemistry teaching