THE CHEMISTRY TEACHING LABORATORY IN TEACHER TRAINING

Abstract

Coordination chemistry is a topic within the discipline of inorganic chemistry with numerous applications in various areas of knowledge. An undergraduate's exposure to this specific knowledge can broaden their range of chemical knowledge and affect their professional performance in elementary school. This article describes a study that aimed to reflect on the contribution of higher education laboratories in teacher education through the practice of coordination chemistry. To this end, expanded courses are held with teachers who teach chemistry in basic education. The planning of the curriculum is based on the relationship between the general chemistry contents taught in basic education and the coordination chemistry contents taught in theoretical and experimental disciplines during the initial training. The goal of establishing this relationship is to make sense of the practice of coordination chemistry so that teachers can relate to their performance in the classroom. In addition to discussing the chemistry involved in the experiments, the practices seek to contextualize them in a historical perspective to assist in the search for meaning. The results generated by this study suggest that the Higher Education Laboratory in teacher training can assist teachers in their professional activities, helping them to relate to what is taught in basic schools.