Resumo:
Generally speaking, didactical remotely controlled experiments are still little known amongst teachers of the science areas, even though they represent promising resource capable of contributing for the teaching and learning processes. Just like traditional/in-person experimentation, these experiments present numerous possibilities from the didactic point of view, and they also rise up new demands in order to be used efficiently. Perhaps the most significant one is related to teacher’s training. This research aims to survey what Chemistry and Physics teachers understand to be required in order to achieve what they consider to be an efficient use of remote-controlled experiments. Semi-structured interviews were performed with two Physics teachers and with four Chemistry teachers in order to understand what is necessary to plan and use remote-controlled didactic experiments in their classes and what they understand as necessary to do it well, so we can identify which demands are associated with an efficient use of the resource. The data was analyzed qualitatively according to Gil (2008), whose work is based on the premisses presented by Miles and Hubermam (1994). We expect the results of this research to contribute to the adequate understanding of the educational proposals and objectives of remote experiments when compared with other teaching strategies, to help teachers to get familiar with this resource and to achieve an efficient use of it in science teaching.
