International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
Gilbert's & Boulter's typology, what type of models are you able to use at teaching? How long do you teach
Chemistry? How long did you finish your graduation? Why do you teach Optical Isomery during Chemical
lessons? Does your approach include any characteristics, besides those presented in the used didactic book? In
affirmative case, which are those characteristics? How do you approach Optical Isomery concept? In your
opinion, models shall be used to explain the Optical Isomery concept? Please justify your answer. Do you
think concrete-mixed models can improve the comprehension of the Optical Isomery concept? Justify.
What is the importance of teaching Optical Isomery to students, in your opinion? The bold questions above
where repeated during the Posterior Questionnaire Application.
RESULTS
The results presented at this section were based on the materials and methodology previously presented and
discussed, that means: concrete-mixed models; explaining model typology and Optical Isomery folder; besides
the Previous and Posterior questionnaires, developed by the author of this research.
Besides that, data collected through the abovementioned questionnaires have permitted descriptive analysis
development, which is going to be discussed at this section. It is important to explain that all the produced
graphics were projected through Excel 2007 software (Microsoft ® ).
So, in face of the abovementioned explanations, the questionnaire application occurred on the period
comprehended between August 13 th and September 27 th , during an informal personal encounter with selected
Brazilian Chemical high school teachers of public and private schools of Distrito Federal,.
However, independently of the way applications were done, it is important to clarify that all the applications
were done in five (5) distinct moments, always following the application order below:
1. Previous Questionnaire Application;
2. Previous Questionnaire Collection;
3. Explaining Model Typology and Optical Isomery Folder Application* - the author has delivered it to the
teachers participant of this research, suggesting that they read the information presentes there in a dynamic
way. To participants who demonstrated excessive worries about available time, it was suggested that they
read it on another occasion, after filling and delivering of the Previous Questionnaire to the researcher.
!!
* At the end of the interview, the used orientation instruments were offered, totally free, to the individuals
who participated on this research;
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1. Posterior Questionnaire Application;
2. Posterior Questionnaire Collection.
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A group of ten (10) previous and posterior questionnaires were in all satisfactorily applied and analyzed.
During the questionnaires application interval, an explaining model typology and Optical Isomery folder were
offered, as a courtesy, to the target public of this intervention (see Appendix section).
In the following pages the author has projected some graphics, which represent the results extracted from the
applied questionnaires. Those visual models represent, respectively, Public and Private Teaching Net, Teachers'
Distribution along the high school series, High school taught contents, and Classroom work time, graduation-end
time and age (years) for High School teachers.
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