Investigative activities for the chemistry and other science teaching with teacher in training from several areas: reflections on a formative experience

Abstract

There is a problematic context related to the training of chemistry teachers and other life and nature sciences. One of its consequences is the lack of motivation and difficulty of the students to learn the contents taught. Among the possible causes would be a teaching in which a traditional, cumulative, a-historical and uncritical transmission of the contents of the sciences is privileged. This work describes a formative experience involving the approach of investigative activities and the subjects of a class of undergraduates from various areas. It is reflected to what extent a deeper dive towards this approach as praxis could contribute to the teacher training. The theoretical and methodological foundations adopted, the instructional strategies used, the activities performed, memories of mediations made and some results obtained are presented. As a conclusion, given this lived experience, it is understood that the choice made may can be one of the fruitful paths to address this problematic context.