Contributions of the Case Study teaching strategy to the development of didactic skills in Chemistry undergraduates

Abstract

In this investigation, it was proposed to analyze the contributions of the Case Study Teaching Strategy (CSTS) to the development of didactic skills in the initial training of Chemistry teachers. With a qualitative approach, the participatory research was conducted in an undergraduate class, in which a didactic sequence was implemented for the resolution and planning of an investigative case about Fake News in the pandemic context of Covid-19. The corpus constituted for analysis and discussion was composed of the didactic sequences planned by the 14 participants and the transcription of the dialogues during the socialization, which were later treated by Discursive Textual Analysis. The emerging findings revealed the categories “Mediating and provocative teacher posture” and “Pedagogical articulation of chemical content”, which expressed the teaching skills manifested in the formative process, relating to the main assumptions of CSTS, its investigative character, and the pedagogical approach of chemical knowledge for its learning.