Inquiry based science teaching: experiences and reflective practices of teachers in initial and continuous training

• Main Authors: André Luis de Oliveira, Ana Tiyomi Obara
• Format: Article
• Language: English
• Published: Universidade Federal do Rio Grande do Sul 2018-08-01
• Series: Investigações em Ensino de Ciências
• Subjects: atividades investigativas; planejamentos de ensino; PIBID; formação de professores
• Online Access: https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/874

A significant part of an intern teacher’s practical knowledge is developed when they realize through their own work what they’re in fact learning. We explore the initial and continuous training of Science teachers who were members of PIBID (Programa Institucional de Bolsas de Iniciação à Docência) on a Biology major program at a public university in the state of Paraná. Our theoretical and methodological references were based on the concepts of Inquiry Based Learning and of the Reflective Teacher. Lesson plans from the PIBID members were analyzed and their coherence with real world situations was evaluated. The obtained results are part of a thesis presented at UEM (Universidade Estadual de Maringá) entitled “Um estudo sobre a formação inicial e continuada de professores de Ciências: o Ensino por Investigação na Construção do Profissional Reflexivo”. The findings allow us to infer that Inquiry Based Learning was not fully implemented and developed by the PIBID members who participated in the research. Regardless this, the research participants could appropriate from methodologies and practices which favored reflections on the role of a Science teacher. Finally, we suggest that teacher training programs better integrate lecture practice and education research with the goal of better shaping future reflective teachers.