Concepções espontâneas sobre luz e cor de professores em formação dos anos iniciais do ensino fundamental.

Abstract

The teaching of concepts from the field of natural sciences, as well as the concepts of color and light in the early years of Elementary School is essential for the development of more complex concepts during the basic education of students. The presence of spontaneous conceptions, however, ends up hindering the student's learning and conceptual development. Considering the teacher, a possible propagator of these conceptions, along with the didactic material used, it is important to verify if teachers in Pedagogy training make use of misconceptions to explain situations involving color and light. The objective of this work is to verify if, and how, the misconceptions about the concepts of color and light appear in generalist teachers in training. We carried out two activities with two undergraduate classes in Pedagogy at the Center for Humanities, Campus headquarters of the Federal University of Campina Grande – Paraíba – Brazil – UFCG. Through the answers of these subjects, it was possible to verify some difficulties and the presence of misconceptions already well spread in the literature. Once the presence of misunderstandings has been demonstrated, it is necessary to think of ways to provide the elementary level teacher with a complementation of science teaching so that he is able to teach it.