Analysis of a Teaching/Learning Sequence on Chemical Bonding written by Brazilian Chemistry students on teachers’ training

Abstract

In this work the authors understand a Teaching/Learning Sequence (TLS) as a tool to strengthen therelationship between the theories boarded in teachers’ training courses and the practices evolved bythe teachers in formation. From this perspective, our objective is the analysis of the nature of didacticstrategies shown in a TLS on Chemical Bonding, written for and applied in Secondary Education bypre-service teachers, participants in a Brazilian Program of teachers’ training (PIBID, translated as“Institutional Program of Scholarships for Teaching Initiation”). The proposal of making the TLS wasconsidered as an important action in the training of the scholarship holders, because it representedreflection and collaborative work among the participants. Moreover the PIBID, through actions thatencourage the creation, development and evaluation of teaching methods, has contributed significantlyto the formation of a teacher reflective and conscious of teaching needs, challenges and opportunitiesin the profession.