An evolutionary analysis of didactic models associated to concepts of teaching of future teachers of chemistry involved in a process of formative intervention

dc.creator	Flaviane Predebon
dc.creator	José Cláudio Del Pino
dc.date	2009-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:06:18Z
dc.date.available	2015-07-20T22:06:18Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/f9e037147b1441f7adddc9919ee1690c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10407
dc.identifier.uri	https://doaj.org/article/f9e037147b1441f7adddc9919ee1690c
dc.description	This study aims to present the results of the primary analysis realized in a case study in the training of teachers. This analysis had been aim to identify the evolutions of the didactic models involved in teaching concepts of future teachers of Chemistry by the analysis of Didactic Units built during a discipline, in which was applied a methodological intervention coherent with didactic model investigative, whose theoretical framework was supported by a proposed split into three levels of transition - from starting, intermediate and desirable - featuring the development of professional knowledge by Porlán & Rivero (1998). The results show that the subjects involved in the methodological intervention had characteristics merged into their Didactics Units of the model departure and intermediaries in the beginning of discipline, incorporating features investigative over their building, what shows evolutions of the didactic models due to the intervention. Moreover, other aspects about the teaching conceptions of future teachers were perceived, enriching the discussions triggered by the study and contributing to a better understanding of the processes of evolution of conceptions of teachers in training.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Federal do Rio Grande do Sul
dc.relation	http://www.if.ufrgs.br/ienci/artigos/Artigo_ID216/v14_n2_a2009.pdf
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 14, Iss 2, Pp 237-254 (2009)
dc.subject	teacher training
dc.subject	didactic models
dc.subject	teaching concepts
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	An evolutionary analysis of didactic models associated to concepts of teaching of future teachers of chemistry involved in a process of formative intervention
dc.type	Article