Investigative teaching sequences: a challenge in initial training of Science teachers

• Autor(a) principal: Azevedo, Lília do Espírito Santo
• Data de Publicação: 2020
• Outros Autores: Marcelino, Valeria de Souza, Machado, Cassiana Barreto Hygino
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2489
• topic: Formação Docente; Sequências Didáticas; Ensino por Investigação; Teacher Training; Investigative Teaching Sequences; Teaching by Inquiry

The Investigative Teaching Sequences (ITS) are a set of key activities that comprise a particular item of the school schedule and aim to contribute to the scientific training of students. In the application of a short course that addressed this topic, participants (undergraduate students in Natural Sciences) were required to prepare ITS according to the aspects presented. Thus, this research aimed to assist future teachers in the preparation of classes along the lines of Teaching by Investigation, in addition to contributing to reflection on their respective pedagogical practices. The ITS formulated by the participants were analyzed based on the adopted theoretical framework. It was observed that the participants of the mini-course (total of 24) demonstrated some difficulty in developing a didactic sequence consistent with the ITS, especially with regard to the adoption of the characteristics and steps contained in the problem (first key activity). Therefore, it is considered that the action was valid to initiate a discussion about the characteristics and peculiarities of investigative teaching that differentiate it from the traditional model, presenting ITS as a teaching methodology. However, training for the use of ITS, in the future classes of undergraduate students, would require a longer period, with discussions and re-elaboration of the stages in which mistakes or inadequacy were found.