USE OF CHEMISTRY LABORATORIES: PERCEPTIONS OF PIBID SUPERVISORS

Abstract

Experimentation in Chemistry teaching is important for the construction of scientific knowledge; however, the precarious laboratory infrastructure in Brazilian public schools can compromise the connection between theory and practice. Thus, the question arises as to how Pibid contributes to the improvement of Chemistry laboratories. The objective is to investigate how the activities developed by the scholarship holders impact pedagogical practice, laboratory use, and student learning. The research was conducted using a Likert scale questionnaire applied to participants, which allowed for the analysis of their perceptions regarding the program's actions. The supervisors' perceptions indicated a strengthening of the link between theory and practice, greater student engagement, a reshaping of teaching practice, and a broader understanding of scientific concepts. It was also observed that the use of alternative materials and the organization of the laboratory space contributed to making the activities more meaningful. Based on the supervisors' perceptions, it is concluded that Pibid contributes to initial teacher training and to the pedagogical use of the Chemistry laboratory, although its effectiveness depends on better infrastructure conditions.