Aspectos do conhecimento pedagógico do conteúdo de química verde em professores universitários de química

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Luciane Fernandes de Goes
Sérgio Henrique Leal
Paola Corio
Carmen Fernandez

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PCK aspects of Green Chemistry in university chemistry teachers

This paper aims to document the pedagogical content knowledge (PCK) about Green Chemistry (GC) in professors from the Institute of Chemistry of the University of São Paulo, experts from traditional fields of chemistry and working in different undergraduate degrees — BS in Chemistry, Environmental Chemistry, Chemistry Teachers Education and Industrial Chemistry. Data were based on a questionnaire of 44 items answered by 26 teachers. Analyzes of responses were individual and collective within the areas of expertise. In Grossman’s model conceptions of purposes for teaching green chemistry were related to three models for teaching GC described in recent literature — traditional, contextualized and socio-scientific. Results revealed a significant dependence between teachers’ content knowledge and PCK in terms of consistency between the purposes and strategies for teaching GC, understanding the difficulties of students and curriculum knowledge. Teachers from Organic Chemistry area, which has a closer relationship with the contents of GC, show a preference for a socio-scientific approach and show greater alignment and consistency between the different PCK components as compared with teachers from other areas of chemistry.

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