AN ANALYSIS OF THE PROCESS OF DEVELOPING QUESTIONS PRODUCED BY CHEMISTRY STUDENTS IN A TEACHING PROGRAM BASED ON SCIENTIFIC COMMUNICATION LITERATURE. The objective of the present investigation was to evaluate the use of scientific dissemination literature (SDL) in the process of formulating questions developed by chemistry students in a Teaching Program in Chemistry. To this end, the book entitled The Disappearing Spoon was analyzed in terms of categories referring to format and content, while the 18 questions produced by these students about the chapters read were analyzed in terms of presupposition and request. The investigation was carried out with 16 undergraduates who were taking a theoretical course on “Introduction to Chemistry”, as part of the Teaching Program in Chemistry. According to the analysis carried out, some particularities of format, such as the scarcity of visual resources, the autonomous structure of the chapters and the language, may have influenced the elaborated presentations. It is interesting to note that almost half of the questions produced were of an investigative nature, demonstrating the potential of SDL to stimulate high cognitive skills. In addition, the questions with investigative requests were mostly opinion questions, which may have been motivated by characteristics of the text read, such as the content with a controversial approach used by the author, when reporting on some aspects of scientific activity.

This work aims to analyze the contribution of a training action to the awareness and improvement of the knowledge of students of Chemistry and Chemical Engineering of Universidade Federal do Rio Grande do Sul (UFRGS) courses, regarding the processes of management and treatment of chemical wastes and wastewater generated in the experimental course. The research was performed with 66 students enrolled in the Experimental General Chemistry subject in the second semester of 2017. For that purpose, a two-hour lesson action training course was offered. As data collecting tools, an Initial Questionnaire was applied before the training stage and a Final Questionnaire was applied after the training stage. In order to do the analyses of the questionnaire answers, were elaborated also images about the frequency of the words by using NVivo 12(®) software. The data set indicates a scientific inculturation/alphabetization of concepts by students in terms of the main treatment types used to mitigate residues that are generated in teaching labs, as Coprocessing, Incineration and Sanitary Landfill. It can also be inferred that the activity offered to the students contributed to the formation of values necessary for the formation of professionals more aware of their performance in society.

This study aimed to analyze the contribution of the methodology of Case Studies to the development of conceptual, procedural and attitudinal contents inherent to the future professionals of Chemistry. In this sense, Cases on Carbohydrate Chemistry were elaborated to be solved by the students who studied the discipline of Organic Chemistry of Biomolecules of UFRGS. This research has a qualitative nature and it is a Case Study. For the data collection we used the Field Diary where the events were recorded along the activities developed through Participant Observation, audio recordings and the material produced by the participants as reports and presentations. In order to understand the students' perceptions about the activities, we used questionnaires with open questions and likert type. For the analysis of the data obtained were analyzed through coding categories, these elaborated using the guidelines of Bogdan and Biklen. According to the data analysis, the teaching methodology contributed to the development of knowledge related to the conceptual contents of carbohydrates, procedural contents such as oral and written argumentation, and attitudinal contents such as the investigative spirit.

This article presents an experience of the use of the Problem Solving (PR) methodology with undergraduate students of the Licentiate Course in Chemistry of UFRGS, for the study of Ionic Bonding (LI). Salar de Uyuni salts were used to contextualize the problems employed. The Field Log records of the researchers and the presentations of the undergraduates show that the implemented didactic sequence favored conceptual learning, such as the relation between chemical bond theories and some properties of the materials, procedural learning, such as public argument, as reading and handling of different bibliographical reference sources and attitude learning, such as interpersonal relations among students and teachers during the different problem solving stages. Additionally, the results brought to evidence that, from the Problem Solving experience with the Ionic Bond contents, the future teachers were able to perceive work alternatives for their future classrooms.

This paper comprises a case study within the scope of Chemistry teacher training that aimed to analyze the process of professional development progression of a future teacher. Therefore, we sought to identify the didactic models present in the Work Plans developed in primary schools by graduate students during supervised training. To do so, Rafael Porlán Ariza and Ana Garcia Rivero's theoretical foundation about the knowledge evolution of the teacher's professional knowledge was employed. The investigation results made evident that, during the internship period, the teacher progressed to stages deemed to be desirable to the professional development process. Moreover, evidence was found of the relation between the different academic course experiences and the teaching practices employed by the future teacher. Thus, contributions are pointed out for the comprehension about the path of professional development progression of teachers under training.