Inquiry-based Science Education and the challenges faced by the teachers within their reality

• Autor(a) principal: Santana, Ronaldo Santos
• Data de Publicação: 2018
• Outros Autores: Franzolin, Fernanda
• 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/1427
• topic: Educação em Ciências; Atividades Investigativas; Dificuldades; Science Education; Inquiry Activities; Difficulties

Several researchers and official documents that governing science teaching in the world has recommended the use of a didactic approach entitled inquiry-based learning. Therefore, the main objective of this research is to investigate the challenges faced by the teachers within their reality in Elementary School during the attempt to implement inquiry activities in science education. For this, a predominantly qualitative collaborative research with 20 active teachers in the first years of Elementary School was held. The research was conducted from data content analysis from a form of preconceptions filled by teachers, records of an in-service teacher training and data from a study of multiple cases involving three of the participants. Evidenced were some challenges, such as: scarce repertoire of ideas; lack of assistant teachers and number of students inside the classroom; no confidence; among others. It is expected that the considerations and questions arising from this research can contribute to the collection of existing and future works in this area of study, for the development of educational public policies, in order to improve of the didactic approach, in order to expand the knowledge of the implementation phenomenon of inquiry-based learning and for its appreciation to teachers and researchers of the area.