This paper presents a clipping of a master's dissertation aiming to investigate how students build scientific knowledge using the methodology of experimentation in Chemistry Teaching and to analyze the strategies, potentialities and limitations of this methodology in High School. The theoretical framework addresses pedagogical and epistemological questions of experimentation. The intervention for this investigation was carried out in a public school of Basic Education, located in the municipality of Vila Nova do Sul / RS, with students of the first year of high school. The research methodology used the qualitative approach and from the production of data emerged categories of analysis. As a result of this research it is pointed out that students have become more independent as they carry out the experiments, with frequent questions during the class, while making important decisions in the development of the experiments.

RESUMONeste artigo são apresentados e discutidos resultados obtidos a partir da realização de uma ação de extensão universitária ofertada em uma universidade pública do Rio Grande do Sul. Essa atividade extensionista teve por objetivo trabalhar os aspectos epistemológicos, pedagógicos e psicológicos da Resolução de Problemas na formação de professores. Para tanto, fundamentos teóricos e metodológicos foram trabalhados na ação de extensão. Os dados coletados -respostas a questionários e produtos das sistematizações -foram analisados por meio da Escala de Likert. Verificou-se, por fim, a pertinência desta atividade quanto sua ampla potencialidade no aprimoramento profissional dos professores, com reflexões críticas sobre a sua prática pedagógica, em um ambiente coletivo de seu contexto de trabalho e os grupos de formação podem se constituir nesses espaços reflexivos.Palavras-chave: Formação de professores. Resolução de problemas. Educação Básica. ABSTRACTThis article presents and discusses the results obtained from the accomplishment of a university extension action offered at a public university in State of Rio Grande do Sul, Brazil. This extension activity aimed to work the epistemological, pedagogical and psychological aspects of Problem Solving in the formation of teachers. For that, theoretical and methodological foundations of problem solving were worked out in the extension action. The data collected -responses to questionnaires and systematization products -was analyzed using the Likert Scale. Finally, we verified the relevance of this activity as its broad potential in the professional improvement of teachers, with critical reflections on their pedagogical practice, in a collective environment of their work context and the formation groups can be constituted in these reflexive spaces.

Uma doença respiratória aguda causada por um vírus denominado de SARS-CoV-2 foi transmitido a um número expressivo da população mundial. Com a disseminação global, a Organização Mundial de Saúde decreta em março de 2020 como Pandemia, e o Brasil de imediato, começou a tomar as atitudes cabíveis como quarentena e isolamento social. Com este quadro, não restou senão, suspender as aulas no Estado do Rio Grande do Sul (RS), e para minimizar o impacto da falta de aulas, a rede privada de ensino decidiu dar continuidade ao calendário letivo de forma on-line e começou a operar com as plataformas digitais existentes para os ensinos Fundamental e Médio apesar que em algumas escolas já se utilizava a mesma. Este artigo tem como objetivo avaliar a capacidade de aprendizagem no Ensino de Química por meio de uma plataforma digital e o quanto os estudantes conseguem apreender os conteúdos via online sem a presença diária física de um tutor, flexibilizando a rotina diária de aula, tendo em vista que as aulas podem ser assistidas em horários diversos quando o aluno se veja impossibilitado de acompanhá-la no horário. A metodologia adotada foi o estudo descritivo exploratório com aplicação de um questionário como pesquisa qualitativa. Como resultado verificou-se que apesar dos estudantes terem indicado certa dificuldade para aprender Química, ainda assim obtiveram resultados positivos com a inserção do ensino remoto durante este período de pandemia, o que pode indicar que plataformas digitais são ferramentas com potencial para as escolas como complemento híbrido para futuros estudos.

This paper presents part of the results of a research developed with a first year High School class of a public school, located in the urban area of Caçapava do Sul, RS. In its execution, the Problem Solving methodology was used, starting from the research question: “How to enhance the learning in the Chemistry discipline, through the use of the Problem Solving methodology?” Seeking, thus, the improvement of the teaching and learning and better understanding of the content involved. Problem solving strategies were employed to encourage reading, research, collective construction of knowledge and explanation of results obtained. Qualitative research was used, the data were produced by reflections in logbook, reading reports and transcription of audios of the classes in which the work was implemented. The analysis of the results was performed according to the Bardin Content Analysis methodology. From this research, it was evidenced some difficulties of the students in the aspects related to the different stages of the implementation of the proposal and revealed potentialities of the use of Problem Solving, such as the development of cognitive skills during the elaboration of strategies, motivation, reflection. criticism, creativity and argumentation.

Resumo: Neste trabalho, relata-se uma experiência na formação de professores de ciências da natureza que teve por objetivo aprofundar os aspectos conceituais e metodológicos da Resolução de Problemas. Para isso, procurou-se dialogar com diferentes referenciais teóricos do campo epistemológico, pedagógico e psicológico da educação. Discute-se aspectos apreendidos durante as etapas do curso de formação. Foram analisados os registros do diário de campo das pesquisadoras e os depoimentos dos professores no decorrer do curso de formação. A experiência realizada e os dados obtidos indicaram que o desenvolvimento de competências no processo de elaboração de problemas pode ser realizado em curso de formação, como também permitiu levantar uma série de questões da formação de professores. Assim, entende-se que esse processo é uma tarefa complexa, principalmente quanto à formação prático-reflexiva e à ampliação de habilidades e estratégias didáticas no que se refere à produção e utilização de material pedagógico.Palavras-Chave: Formação de professores. Ensino de Ciências. Metodologia de Resolução de Problemas. METHODOLOGICAL ASPECTS OF THE PROBLEM-SOLVING METHODOLOGY IN THE TRAINING OF TEACHERS OF NATURAL SCIENCES  Abstract: In this work we report an experience in the training of teachers of natural sciences that aims to deepen the conceptual and methodological aspects of Problem-Solving Methodology. For this purpose, we sought to dialogue with different educational theoretical references of the epistemological, pedagogical and psychological fields. Aspects seized during the stages of the training course are discussed. The records of the diaries and field notes of the researchers and the testimonials of the teachers during the training were analyzed. The experience gained and the data obtained indicated that the development of skills in the problem-solving process can be carried out in the course of training, and permitted, as well, to raise a series of issues regarding teacher training. Thus, it is understood that this process is a complex task especially when it comes to the practical-reflexive training and the expansion of didactic abilities and strategies in what concerns the production and use of teaching materials.Keywords: Teacher Education. Science Education. Problem Solving. Methodology.

This work develops an approach that involves aspects of interactions between teachers, students and the researcher, in the classroom and laboratory of Natural Sciences. It aims to bring relevant contributions to the teaching and learning of chemistry, as well as working with experimentation and problem solving in basic education. The research was implemented in three schools in greater Porto Alegre, RS and covered 5 classes of the 1st year of high school, during a time of 12 hours / class in each class. Problem solving and experimentation strategies were employed to foster reading, research and the collective construction of knowledge. Qualitative research was used, the data were produced by reflections in logbook, reading reports and transcription of audio recordings of the classes in which the work was implemented. The analysis of the results was performed according to the Bardin Content Analysis methodology. The data obtained indicated that several deficiencies render traditional experimental teaching inefficient and that Problem Solving can contribute to the structuring of practical activities. These activities enhance the interactivity of students, putting into practice cognitive skills (problem structuring, building strategies to solve problems, extrapolation of situations, etc.), meta-cognitive and social (group work, scientific enculturation, etc.).

Relata-se o resultado da investigação sobre a experiência de introduzir o estágio docente no curso de Ciências Exatas – Licenciatura, da Universidade Federal do Pampa (UNIPAMPA), campus Caçapava do Sul/RS a partir do terceiro semestre do Curso. Nessa perspectiva, o formato de estágio assume a característica de ser um espaço interdisciplinar que oportuniza ao graduando conhecer o ambiente profissional por meio de atividades didático-pedagógicas de observação, problematização e reflexão da prática docente. A questão que norteia a discussão é: Em que aspectos as mudanças introduzidas nos estágios melhoraram a formação dos acadêmicos e demandam novos desafios aos docentes orientadores? Para tal, analisam-se as práticas de estágio implementadas a partir da alteração do Projeto Pedagógico do Curso. Apresentam-se resultados plenamente favoráveis para que a prática docente ocorra desde os primeiros anos de graduação, como uma ação integrada a outros componentes curriculares  e não apenas como um complemento pedagógico no final da graduação.

The present work aims to present the contributions to learning by using Scientific Dissemination Texts (TDC) of Environmental Education in Chemistry Teaching. The work was developed during the Pedagogical Residency Program of the Degree in Exact Sciences at the Federal University of Pampa, campus Caçapava do Sul / RS during the second semester of 2019 and was applied in a rural school in the municipality. Based on the theoretical frameworks used in this research, the use of TDCs as a resource to improve teaching and learning processes can bring advantages in understanding scientific meanings, since TDCs generally use an updated language, making the text easy to understand to the reader. The research is of a qualitative nature in which three categories of analysis emerged from the data analysis: (i) Potentialities of text interpretation in working with TDC, (ii) Difficulties with the scientific concept in TDC and, (iii) Strategies used in the work with TDC. In this article, the first category will be discussed, and the others will be analyzed in another document. From the didactic experience, it can be verified that the use of TDC, once worked in conjunction with the Environmental Education theme, can corroborate so that students have a better perception of the scientific aspects involved in the environmental and daily context and a better awareness of the use of natural resources.