Epistemology and psychology in science teaching: a study of the processes of conceptual development among undergraduate degree in chemistry

• Grant number: 12/09359-9
• Support Opportunities: Regular Research Grants
• Duration: July 01, 2013 - June 30, 2015
• Field of knowledge: Interdisciplinary Subjects
• Principal Investigator: Joana de Jesus de Andrade
• Grantee: Joana de Jesus de Andrade
• Host Institution: Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil

Abstract

This project involves teachers of Brazilian government schools and undergraduate students pursuing a B.A. degree in Chemistry in a joint work on teaching and research. It consists of a proposal that seeks a supportive team work configuration (interests, specific objectives) and which aims to investigate the processes of conceptual elaboration of the terms' science, language, knowledge, relationships in the area of education, and human development, bearing in mind the initial teacher training as well as teacher development. To this end, students' and teachers' preconceptions are considered in consonance with the works of authors in the areas of epistemology, psychology, and academic production in science education. In theoretical and methodological terms, the proposal is based on a Historic-Cultural perspective and will be carried out by means of regular meetings of the group and development of different subprojects in government schools, using Action Research-Review as the general methodology. Given the diversity of activities of the subprojects and of the initial project, the data will be analyzed on the basis of contributions from microgenetic studies on language functioning. The interacting subjects utilize/ consist of the language that creates complex conceptual systems. The challenge consists in understanding how these words and the concepts network are related and how they function to support ever new elaborations. Concerning the abovementioned terms, the core of this research is to understand the intricacies and the factors that affect this process. Therefore, we question how the process of conceptual elaboration and learning takes place in the context of initial teacher training and teacher development and also how they affect the transition from undergraduate student activities to the activities of a BA in Chemistry who is going to teach in government schools. (AU)