Didactic resources in chemistry teaching: conceptions in the pre-service teacher education

Abstract

This study aims to present and understand the conceptions of six undergraduate students in Chemistry about the Textbook (LD - Acronym in Portuguese) and other support materials for Chemistry classes. With a qualitative approach, this research had as a data collection instrument an online form implemented within the discipline of Methodology for Teaching Chemistry 2 (MEQ 2) in a Federal Higher Education Institution located in southeastern Brazil. The licensees produced responses that were analyzed and questioned based on the creation of categories based on the Content Analysis technique, proposed by Laurence Bardin. The analytical categories emerge from the carefully problematized study of authors who contribute to support the field of teaching materials, allowing us to consider that: the LD of Chemistry is the most present teaching material in the school memory of teachers in the process of initial training, which confirms how this didactic material still prevails as the main resource mobilized in Chemistry classes. At the same time, it was possible to identify that resources such as slides, films, applications, and games have gained ground in Chemistry classes in Basic Education schools, although with less emphasis.