EXPERIENCES OF SUPERVISED INTERNSHIP IN CHEMISTRY TEACHING: THE ROLE OF EVERYDAY CONTEXTUALIZED PRACTICE IN MEANINGFUL LEARNING IN MIDDLE SCHOOL EDUCATION

Abstract

This study aims to present the experiences lived during the supervised internship, as well as the use of this period as a research opportunity for the development of a project aimed at ninth-grade students at the internship school. The qualitative evaluation was carried out throughout the research stages, encompassing moments of theory, everyday-contextualized practice, theory associated with activities, and theory contextualized to the students’ daily lives. The implementation of the intervention project entitled “Science Fair” was also developed through problem-solving activities, investigative tasks, and students’ participation in classroom activities. The quantitative evaluation was conducted at the end of the internship through a written assessment, aiming to verify the effectiveness, or lack thereof, of the methodological procedures applied during the classes. The entire study was based on the effort to bring students closer to chemical science, giving meaning to learning and stimulating interest in the subject through contextualized strategies, experimentation, and problematization, simplifying the teaching process without compromising its quality and relevance to students’ education. Furthermore, the study sought to encourage autonomy, critical thinking, and active student participation, promoting more meaningful learning and contributing to the construction of scientific knowledge applicable to everyday situations, making classes more dynamic, participatory, and contextualized.