This research investigated the teaching of chemistry teaching, in the context of using experimental activities as a teaching and learning tool in high school chemistry classes. It aims to contribute to the positive performance of students in the 3rd year of high school, through practical classes. The research methodology is characterized as basic, quantitative, exploratory, and hypothetical-deductive, running through the descriptive character, involving an action research. The study was developed with 30 students from the 3rd year of high school at a high school located in the municipality of Iguatu / CE. The main results were: 47% of students have greater difficulty in interpreting chemistry questions, 48% of students prefer the methodology used by the teacher in the classroom as the participatory one, 83% of students affirm that practical laboratory classes help the relationship a lot theory and practice for establishing knowledge in the discipline of chemistry, 100% of the students affirmed the positive contribution of the classes taught by the trainees to learning. In this context, this research suggests that there are challenges that must be faced by the teacher and that the teacher should always look for ways to motivate and attract students' attention to the contents seen in the classroom. Thus, it can be concluded that there is a positive effect of performing experimental activities as a teaching and learning tool in high school chemistry classes.
A iniciação à docência tem oportunizado aos futuros professores experiências significativas sobre o chão da escola e a complexidade da profissão docente e, junto aos estágios, tem melhorado a qualidade da formação inicial docente. Assim, neste estudo buscou-se conhecer e analisar a influência do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) na formação inicial e na atuação docente de um grupo de egressos de um curso de Licenciatura em Química da região Centro-Sul do Ceará, que foram bolsistas do programa entre 2010 e 2018 e encontram-se inseridos no magistério da Educação Básica. Os dados foram gerados a partir de um questionário semiestruturado e revelam as potencialidades do programa não só para os estudantes da Licenciatura em Química, mas para todos os outros sujeitos nele envolvidos. Suas contribuições residem, dentre outros aspectos, na permanência dos estudantes na licenciatura e no seu interesse pelo magistério, influenciando na sua inserção profissional no mercado de trabalho e no desenvolvimento profissional docente deles, dos supervisores e coordenadores do programa, melhorando o ensino de Química nas escolas parceiras do subprojeto.
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