A valorização das perguntas por professores em aulas de química : estudo de casos múltiplos

Abstract

This research seeks to answer the following research question. How are questions asked and what are the consequences for learning the questions asked by four teachers and 455 high school students during chemistry classes in schools in an inner city of Rio Grande do Sul? During the research, 1,178 questions were annotated in 18 high school classes of public and private schools in the sweet coast of the state of Rio Grande do Sul. After observations made in 40 chemistry classes. The questions were analyzed under the focus of their demand and their profile, having been classified and analyzed according to Roca, Márquez and Sanmartí (2013). The questions were classified according to the content Coll et al. (1998). The conduct of the teachers in front of the questions in the chemistry classes were treated through the Textual Analysis Discusive - ATD emerging five categories of analysis. We also analyzed the questions according to the management of the classroom emerging nine categories that were analyzed according to the ATD. The semi-structured interviews with the investigated teachers were established "a priori" categories that were also analyzed by the ATD. The results of the interviews reinforce the results of the other analyzes. The result of the analysis of the collected information can be perceived that these questions are, for the most part, informative profile. Besides the questions asked in the majority by the teachers, it is intended to lead the reproduction of the disciplinary content endorsed in the textbooks. There are few questions asked in chemistry classes to provide an investigation. Therefore the didactic model of the investigated teachers that prevails in this research is to transmit the knowledge to the students.