FORMAÇÃO E DESAFIOS DA TABELA PERIÓDICA: uma revisão da prática docente no 9º ano do ensino fundamental II

Abstract

ABSTRACT The initial training of science teachers faces challenges when it comes to teaching the Periodic Table in the 9th year of primary school. Difficulties include the need for effective teaching strategies to simplify abstract concepts, such as the organisation of elements, and the lack of accessible teaching resources that make it easier for students to understand. In addition, mastery of the content and adaptation to different school realities are issues that directly impact teaching practice. The general objective is to analyse how the initial training of science teachers influences pedagogical practices in the teaching of the Periodic Table in the 9th year of primary school, based on existing research. The methodology involved analysing studies published between 2020 and 2024, which explore pedagogical practices focused on this content, using Google Scholar, Scielo and Capes as databases. The results pointed to a consensus on teachers' difficulties, mainly related to initial training and the lack of continuing training. The use of active methodologies and digital technologies proved to be effective in promoting student engagement and learning. However, the effectiveness of these practices depends directly on teacher training that covers both theoretical and practical aspects. The final considerations indicate the need to reformulate initial and continuing training programmes with a view to improving the quality of periodic table teaching and overcoming the challenges identified. Keywords: science teaching; periodic table; active methodologies; digital technologies; teacher training.