Resumo

NUNEZ, Isauro Beltrán; RAMALHO, Betânia Leite  e  UEHARA, Fabia Maria Gomes. The Implicit Theories about learning of Natural Science teachers and future teachers in training: does teacher training make the difference?. Ciênc. cogn. [online]. 2009, vol.14, n.3, pp. 39-61. ISSN 1806-5821.

This study presents the results of a research made to identify the Implicit Theories about the learning of students from a Chemistry licentiate school and Natural Science teachers. The study's purpose was to analyze in what sense the initial teacher training contributes to the development of a didactic-pedagogic thinking, analyzing the implicit theories of learning in teachers to-be and majored teachers. A standard questionnaire was used to collect data of Implicit Theories, which was translated and validated to the new socio-cultural context. The results show difference between the Implicit Theories of teachers to-be and majored teachers. In relation to the Chemistry students, the results point out the predominance of the constructivist theory about learning (Typicality index more than 5), linked to elements of the critical and active theories. This fact was also observed during the periods of formative process. In relation to majored teachers, we identified elements from the traditional theory mixed to the constructivist and active theories. The Implicit Theories studies about learning can subsidize the initial and continued teacher training with elements to a deep knowledge about teaching and learning, when questioning critically its Implicit Theories

Palavras-chave : implicit theories; teacher training; learning; natural science teaching.

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