MATIAS, R. S.; http://lattes.cnpq.br/8037499494596845; MATIAS, Rodrigo Silva.
Resumen:
Teaching Chemistry is to develop independent thinking, creativity and problem solving skills. As a result, in order to promote meaningful learning and achieve
satisfactory results, educators are increasingly seeking supports that serve as
ancillary pedagogical resources in Chemistry classes. In this context, the textbook is
a very important resource as long as it is used to stimulate the acquisition of
knowledge and the development of learning. The teacher should use it in order to
stimulate in the student the interest in chemistry, through diverse and participative
activities. With regard to the choice of the textbook, it must be done in a conscious
way, being necessary that the teacher knows the different criteria that characterize a
good work. Thinking about these issues, this research aims to diagnose the
conceptions assumed by the professors of Chemistry of the Municipality of Barra de
Santa Rosa (PB) in relation to the choice and use of the textbook in the classroom.
This is a case study of a qualitative nature. The target audience was 3 chemistry
teachers. As a data collection instrument, a questionnaire containing eight open
questions was applied. For the organization and analysis of the results, the technique
of content analysis of Bardin was used. The results show that teachers participated in
the choice of works, however, they do not have sufficient knowledge of all the criteria
that characterize the choice of a good textbook of Chemistry. It is noticed that they
have looked for other sources to improve the planning of their classes, recognizing
the importance that the textbook assumes within the school space, collaborating with
the formation of the students.
