Contributions experimentation in classes in the initial stages of future teachers of Chemistry.

Abstract

It is considered important that the teacher trainer present to their students (undergraduates) methodological ways that they address the experience of everyday situations and contributions in training. One of these is the experimentation, since it allows the experience of real situations and visualization of phenomena allowing students feel encouraged to attend and participate in classes together with the teacher. Therefore, this study aims to identify the contributions of methodological activities used by a group of graduates in chemistry classes UFS Internship. A point to be noted in the survey is the fact that the relationship between theory and experimentation x practice methodologies were used by the trainees in the classroom, they considered that the most promote learning. We know that the implementation of methodologies able to make the teaching and learning process more dynamic and easy to understand and relies heavily on the performance of teacher preparation. From this research it was realized that the supervised were the moments of greatest contribution in the initial training of future teachers, then, was this set of stages that could discuss and graduating tow theory with practice in a moment, and realize discuss with peers and teacher trainer experimental activities, build educational games that can be used during classes, and other methodological adopted by respondents during their internship classes.