UNDERGRADUATE TEACHER CANDIDATES IN SCIENCE EDUCATION: STUDENTS' PERCEPTIONS ON THE ARTICULATION BETWEEN PEDAGOGICAL THEORY AND PRACTICE

Abstract

This study aimed to analyze the effectiveness of different teaching methodologies involving pedagogical theory and practice, as well as the impact of the participation of PIBID scholars in Science education during their practice with 7th and 8th-grade classes of middle school in a public school in Santana do Ipanema, Alagoas. The contents were developed through theoretical classes and playful activities using diversified teaching methodologies. The results were obtained through students' perceptions, collected via an evaluative questionnaire, highlighting the effects of the applied methodologies and identifying the most significant activities for the teaching-learning process. The data emphasize the importance of diverse methodological strategies in Science teaching and highlight the relevance of the Institutional Teaching Initiation Scholarship Program (PIBID) in the initial training of future teachers.