Atividade experimental problematizada (AEP) – 10 anos: foco na estrutura organizacional do processo didático-pedagógico

André Luís Silva da Silva; Paulo Rogério Garcez de Moura; Pablo Andrei Nogara

doi:10.1590/SciELOPreprints.17653

##article.authors##

André Luís Silva da Silva Federal University of Pampa https://orcid.org/0000-0002-8245-9389
- Writing – Original Draft Preparation
- Writing – Review & Editing
- Supervision
Paulo Rogério Garcez de Moura Federal University of Espírito Santo https://orcid.org/0000-0002-6893-3873
- Writing – Original Draft Preparation
Pablo Andrei Nogara Sul-rio-grandense Federal Institute https://orcid.org/0000-0002-9133-6102
- Writing – Original Draft Preparation

DOI:

https://doi.org/10.1590/SciELOPreprints.17653

Keywords:

Science Education, experimentation, instructional planning, teacher mediation

Abstract

The Problematized Experimental Activity (PEA) is characterized as a process of theoretical-methodological innovation focused on the planning, mediation, and evaluation of science teaching and learning through experimentation. It has been the subject of academic research over the past decade, resulting in numerous theses, articles, book chapters, and books. This article, which is theoretical and bibliographic in nature, aims to update the organizational structure of PEA relative to earlier publications, specifically regarding its planning (theoretical axis) and mediation (methodological axis) aspects. To this end, findings derived from the statements and writings of its original authors are compiled here, incorporating new distinctions – particularly concerning its organizational structure. The goal is to consolidate PEA as a form of practical knowledge (know-how) capable of enhancing teaching-through the lens of experimentation in terms of the meaningful learning of scientific knowledge.

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Author Biographies

André Luís Silva da Silva, Federal University of Pampa

Teacher, researcher, and writer. He holds a Post-Doctorate in Science Education from the Federal University of Rio Grande do Sul (UFRGS)—specifically within the Graduate Program in Chemistry of Life and Health—with an extension period at the University of Minho, Portugal (2020). He also holds a PhD in Science Education from UFRGS (same graduate program), with an extension period at Duke University, Durham, NC, USA (2014); an MSc in Inorganic Chemistry from the Federal University of Santa Maria (UFSM, 2007); and a Licentiate degree in Chemistry from the University of Cruz Alta (UNICRUZ, 2004). He was recognized as a standout professor in the "Latin America Top 10,000 Scientists" list by the Alper-Doger Scientific Index (2021). His research focuses on the History and Philosophy of Science (emphasizing scientific epistemology) and Teaching Methodologies (emphasizing Problematized Experimental Activity—AEP), drawing on the theoretical foundations of Meaningful Learning Theory and Thomas Kuhn's epistemology. He coordinates research projects applied to Science Education, a field in which he has published articles in various journals and presented at numerous events and websites. He spent 10 years teaching Chemistry and Physics at the state high school and vocational education levels. He coordinated laboratory activities for a Chemistry Technical Course for 8 years. He taught graduate-level courses in Teacher Training for 2 years, a field in which he currently serves as a guest speaker. Since 2015, he has been an Assistant Professor with an exclusive dedication contract at the Federal University of Pampa (Unipampa), Caçapava do Sul campus (RS). He works as an academic advisor for in-person undergraduate courses and as a teacher trainer for distance learning courses within the Unipampa-UAB system. Permanent Faculty Member in the Graduate Program in Science Education (PPGEC) at Unipampa (Professional Master's track). Leader of the Research Group "Teaching, Learning, and Meanings in Science" (EnASCi) – Unipampa/CNPq. Coordinator of the Licentiate Degree Program linked to the Basic Entry Area in Science and Mathematics.

Paulo Rogério Garcez de Moura, Federal University of Espírito Santo

He serves as a Higher Education Professor in the Chemistry undergraduate program (both in-person and distance learning modes; DQUI/SEAD) and as a permanent faculty member of the Chemistry Graduate Program (Master's and PhD) at the Federal University of Espírito Santo (UFES, Goiabeiras Campus, Vitória, ES). He coordinates the Chemistry Education and Teaching Group at UFES (GPEEQuim-UFES). He also serves as a permanent faculty member in the Professional Master's Program in Chemistry (ProfQui) at the Federal Institute of Espírito Santo (IFES) – Vila Velha campus. He holds a Licentiate degree in Chemistry and a Specialization in Education from the University of Cruz Alta, a Master's degree in Philosophy from the Federal University of Santa Maria, and a PhD in Science Education from the Federal University of Rio Grande do Sul (2016). He conducts research in Chemistry and Natural Sciences education, focusing on the following themes: Teacher Education, Problematized Experimental Activity (AEP), Meaningful Learning Theory (TAS), Cognitive Learning Theory (TAC), Theorization of Chemistry Research, Scientific Language and Justification, Philosophy of Natural Sciences, and Hermeneutic Phenomenology of Natural Sciences and Science Education.

Pablo Andrei Nogara, Sul-rio-grandense Federal Institute

He holds a degree in Chemistry Education (2014) from the Federal University of Santa Maria (UFSM)—including an academic exchange at the University of Oviedo (Spain) via CNPq's SWG program—as well as a Bachelor's degree in Industrial Chemistry and a Master's degree in Organic Chemistry. He earned his PhD in Biochemistry (UFSM, 2020), which included a research period at the University of Padua (Italy) through the Institutional Internationalization Program (PrInt/CAPES). He has experience in Medicinal Chemistry, focusing on the design of biologically active compounds and the understanding of their chemical mechanisms of action. He employs *in silico* and *in vitro* assays to screen natural and synthetic compounds with therapeutic potential, targeting metalloproteins (δ-aminolevulinate dehydratase and metallothionein), selenoenzymes (GPx and TrxR—enzymes of interest in oncology), cholinesterases (acetylcholinesterase and butyrylcholinesterase—targets for Alzheimer's disease treatment), and viral proteases (Mpro and PLpro—targets for COVID-19 treatment). He is experienced in organic synthesis and molecular modeling (docking, homology modeling, and quantum [DFT] and semi-empirical calculations). He participates in activities related to Biochemistry and Science education. Currently, he is a professor (EBTT career track) at the Federal Institute of Sul-rio-grandense (IFSul), Bagé campus, teaching in integrated technical courses (Agriculture/Livestock, IT, and Environment) and higher education programs (Agronomic Engineering, Food Technology, and Environmental Management). He previously coordinated the Teaching Functional Structure Coordination Office (COEFE) and participated in the Sacci Network (Knowledge Network Linking Science, Creativity, and Imagination) as a faculty member for the *lato sensu* postgraduate specialization program in Science and Technology Education (EnCiTec)—offered via distance learning. He supervises and co-supervises students at the technical high school, undergraduate, and graduate levels. He is a collaborating professor in the Graduate Program in Pharmacology at UFSM. His work focuses primarily on understanding the mechanisms of enzyme inhibition by organic selenium and mercury compounds, the interactions between ligands and SARS-CoV-2 receptors, and the design of new synthetic compounds with pharmacological potential through the CAPES-EPIDEMIAS Program (Strategic Emergency Program for the Prevention and Control of Outbreaks, Endemics, Epidemics, and Pandemics).