Redox reactions: a proposal to develop the pedagogical content knowledge

• Grant number: 14/14356-4
• Support type: Scholarships in Brazil - Doctorate
• Effective date (Start): November 01, 2014
• Effective date (End): October 01, 2018
• Field of knowledge: Physical Sciences and Mathematics - Chemistry
• Cooperation agreement: Coordination of Improvement of Higher Education Personnel (CAPES)
• Principal Investigator: Carmen Fernandez
• Grantee: Luciane Fernandes de Goes
• Home Institution: Instituto de Química (IQ). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated research grant: 13/07937-8 - Redoxome - Redox Processes in Biomedicine, AP.CEPID
• Associated scholarship(s): 16/16354-4 - The development of chemistry teacher's PCK during professional development programs, BE.EP.DR

Abstract

The oxidation-reduction reactions contents have been ponted as being one of the most difficult for students and it is of fundamental importance that teachers develop the Pedahgógico Content Knowledge (PCK) of such content to better address it in their pedagogical practice. Thus, this study intends to develop, implement and analyze a course toward the in-service chemistry teacher education aiming to develop PCK on the redox processes, in order to contribute to overcoming difficulties commonly observed. First will be analyzed as the high school textbooks that address content and a parallel with students' difficulties will be traced. The following will investigate the difficulties of high school teachers in relation to teaching this content. Data will be collected through questionnaires with teachers and the CoRe. Continuing professional development courses that focus on the development of PCK will be searched, and from these data will be planned and implemented an in-service course in order to develop PCK of teachers on redox processes. The course will be recorded on audio and video and analyzed as well as observations of classroom practices. For the data analysis will be used the Content Analysis using pre-established categories presented in the literature on models of teacher knowledge in order to be able to analyze the development of PCK of oxidation-reduction and propose implementations in the course. (AU)