The problematization of experimental activities in teaching and in training for Chemistry teacher trainers

Abstract

This paper investigates how professional development and training for chemistry teacher trainers may contribute to learning about experimentation in Science/Chemistry teaching. It intends to collaborate in highlighting ways of approaching experimental activities as a part of the professional development of trainers and of initial training for teachers of natural science. The analysis of interviews with trainers working in curricular components of specific content in Chemistry Licentiate courses has made it possible to identify views regarding experimentation based on a variety of epistemological perspectives and «limit-situations» for the teacher learning regarding experimentation.