Contribuições da aprendizagem cooperativa na formação inicial dos bolsistas PIBID/Química-UEM

Abstract

Aspects of work in cooperative groups in the initial formation of students with PIBID grants in Chemistry are discussed. Current research investigates whether cooperative learning may contribute towards the formation process of receivers of grants in the development of their capacities and in the construction of scientific and pedagogical knowledge. Current qualitative research mainly discusses aspects of cooperation in the initial formation of 28 grant scholars throughout three stages: discussion and theoretical studies on the cooperative learning principles; experience of a cooperative activity on the theme "Chocolate"; and the application of a series of lessons based on the principles of cooperative learning in basic education. Data were collected during the different stages of investigation by written reports and answers to questionnaires, which were analyzed by the content analysis method. Stage 1 enhanced reflection on the importance of team working so that all would know the dynamics of cooperative learning, its main principles and theoretical bases. As would-be teachers, they reflected on the manner team work was structured for better cognitive and social results. Stage 2 helped them in constructing knowledge related to scientific, technological, social and historical aspects on the theme "Chocolate" by a cooperative work based on the Jigsaw method. Further, the main principles of cooperative learning could be experienced practically, within a milieu favorable to the enhancement of required capacities for team work, such as, speech, mutual respect, organization of ideas, solution of conflicts involving opinions, and writing. All the grant scholars had the opportunity to experience in a significant way the teaching and learning process that involved several instances of activity: one group improved their knowledge on chocolate, whereas another group acquired new knowledge in their expert group and in the sharing of experience in basic groups. Stage 3 revealed changes in the perspective of the grant undergraduates on team work since it was more appreciated due to the experience of the undergraduates in the school. Moreover, they could construct deeper pedagogical knowledge and develop themselves as teachers during the lessons on cooperative learning. Current research, therefore, contributed towards cooperative learning for the formation of grant scholars, especially within the context of better group relationships and acknowledgement on the benefits in collective work in the classroom while stimulating these practices within teaching.