Resumo

CASSIANA BARRETO, Hygino; DE SOUZA MARCELINO, Valéria  e  PAIXAO LINHARES, Marília. Didactic models in the training of future teachers of chemistry and physics in the northern region of the state of Rio de Janeiro: similarities and differences between concepts and training. Rev. electrón. investig. educ. cienc. [online]. 2013, vol.8, n.2, pp.49-58. ISSN 1850-6666.

This paper presents the results of a survey performed with future teachers of physics and chemistry of the northern region of the state of Rio de Janeiro, Brazil, with the objective of identifying the didactic models present in their training and in their conceptions about teaching and learning. In order to plot the profile of the future teachers who will be teaching in local schools from the year 2012 and to highlight the role of the training process in their teaching practice. To this end, undergraduates from the last period of Physics and Chemistry of Institutions of Higher Education in the Classroom, which offer both degrees, were asked to answer a questionnaire containing open-ended questions based on the concepts of didactic models (Porlán and Rivero, 1998 and García Pérez, 2000). 19 questionnaires were analyzed following the methodology of Discourse Textual Analysis (Moraes and Galiazzi, 2007). The analysis showed that there is generally a mismatch between the conceptions of undergraduates on goals, methodologies and assessments and that which has been practiced in their training.

Palavras-chave : Teacher training; Instructional models; Teaching physics and chemistry.

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