TEACHING STRATEGIES OF HIGH SCHOOL CHEMISTRY TEACHERS

Abstract

The methodology used by the Chemistry teacher, in general, is still very focused on a trend of exclusively expository class, with the cult of memorization predominating. Despite this traditionalism still lingering in most of our schools, new methodological concepts are bringing other perspectives on the Teaching of Chemistry. The objective of this research was to analyze the concepts and practices of Chemistry teachers and their relationship with the learning of concepts in the area. This research is of a qualitative nature, and the research field covers two State schools in the Municipality of Vitória de Santo Antão, EREM Antônio Dias Cardoso and EREM João Cleofas de Oliveira. The research subjects were two Chemistry teachers, one from each institution. As instruments for data construction, observation and recording of teachers' practices and semi-structured interviews were used. As a methodological basis, the research was based on George Kelly's Personal Construct Theory (1963), more specifically the Kellyana Experience Cycle (CEK), which is described in five stages, namely: Anticipation, Investment, Encounter, Confirmation or Disconfirmation and Constructive Review. From the results, it can be inferred that the teachers carry out their classes in traditional ways and the schools do not offer many devices for conducting practical classes, as schools do not have science laboratories. On the other hand, there is also the relationship between teaching methodology and student learning, and as teaching directly affects learning, it is clear that there is a need for practices that promote context in the classroom, with accessible language and that seek to encourage students to be protagonists of their history.