Contextualization in science teaching: some ideas for group of teachers in continuing education

Abstract

The theme "contextualization" in teaching is widely discussed among educators of different curriculum components and with a variety of meanings which eventually generate great confusion in their understanding. Considering this context, the aim of this study was to identify some understandings about contextualization in science teaching by teachers of Chemistry and by teachers of Physics, participants in a continuing education program, in the state of Parana. Teachers were asked, under one of the specific training courses, to respond to a questionnaire composed of six (6) questions. These questions were from personal aspects with regard to training and service time, as well as aspects related to contextualization in their teaching practice. The methodological approach was predominantly qualitative nature and data analysis was performed according to the presuppositions of Content Analysis - thematic analysis. As a result we find five categories that highlight the diversity of interpretations of teachers on contextualization in science education and a category that shows confusion or incomprehension of this term by teachers of scientific areas.