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Desenvolvimento profissional de professores de física e química no contexto de uma experiência de formação
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Este estudo tem como tema o desenvolvimento de aprendizagens de professores de Física e Química sobre o ensino por investigação, nos domínios “Materiais” e “Reações Químicas”, quando envolvidos numa experiência de formação. Mais concretamente, esta investigação tem como propósitos conhecer as aprendizagens realizadas pelos professores de Física e Química sobre o ensino por investigação, durante a experiência de formação, e conhecer de que forma o trabalho colaborativo e a reflexão centrada na prática contribuem para o desenvolvimento dessas aprendizagens.
Para dar resposta a estes objetivos, foi conduzido um estudo qualitativo. Participaram na investigação três professores de Física e Química do 3.º ciclo do ensino básico de uma escola pertencente à grande região de Lisboa. Os dados foram recolhidos através de entrevistas individuais, observação participante e documentos escritos. Na análise de dados recorre-se a um método misto dedutivo-indutivo. Os resultados mostraram que os professores desenvolveram aprendizagens relativamente à conceção de tarefas de investigação (TI), nomeadamente no que respeita ao uso do modelo dos cinco E, ao grau de abertura das TI, aos contextos e às aplicações a usar nas TI, e à sua condução em sala de aula. Nas sessões de trabalho colaborativo, durante a construção das TI e o planeamento das aulas, as interações entre os professores baseadas na apresentação de propostas, no questionar as propostas apresentadas, no propor novas ideias e na tomada de decisões contribuíram para o desenvolvimento das aprendizagens dos professores sobre o ensino por investigação nos temas “Materiais” e “Reações Químicas”. Acresce, ainda, que nas sessões de trabalho colaborativo, os professores criaram situações de interajuda, de confiança mútua, de respeito pelo outro, de apoio mútuo e de encorajamento, ao conceberem estratégias para estipularem novas práticas, a partir da previsão das dificuldades e das respostas dos alunos às TI. Realizaram também aprendizagens sobre o ensino por investigação nas sessões de reflexão centrada na prática, ao descrever e analisar as suas próprias práticas, ao promover a reflexão e ao apresentar sugestões de melhoria em relação às experiências descritas pelos professores e às propostas de TI apresentadas pela investigadora. As situações criadas entre os professores, durante as sessões de trabalho colaborativo e de reflexão centrada na prática, no âmbito da experiência de formação
This study has as its theme the learning development of Physics and Chemistry teachers when involved in a training experience of inquiry based teaching of the contents “Materials” and “Chemical Reactions”. More specifically, this research aims to know what Physics and Chemistry teachers learned about inquiry-based teaching, during the training experience, and how collaborative work and practice-based reflection contributed to learning development. To meet these goals, a qualitative study was conducted. Three Physics and Chemistry teachers, from a school in the outskirts of Lisbon, participated in the research. Data was collected through individual interviews, participant observation and written documents. In data analysis, a mixed deductive-inductive method was used. Results showed teachers’ learning in the design of inquiry-based activities, namely with regard to the use of the five E's model, the degree of openness of the activities, the contexts and applications to use in the activities, and the implementation of the activities in the classroom. Collaborative work sessions, for activities development and class planning, interactions between teachers based on the presentation of suggestions, the questioning of the suggestions presented, the proposal of new ideas and on decision-making contributed to the development of teachers’ learning on inquiry-based teaching in the themes “Materials” and “Chemical Reactions”. Furthermore, in the collaborative work sessions, teachers created situations of mutual help, mutual trust, respect for the other, mutual support and encouragement, designing strategies to develop new practices, based on the prediction of difficulties and student reaction to the activities. Teachers also learned about inquiry-based teaching in practice-centered reflection sessions, describing and analyzing their own practices, promoting reflection and presenting suggestions for improvement of the experiences described and of the activities proposals presented by the researcher. The situations created between the teachers, during the collaborative work and practice-centered reflection sessions, in the context of the training experience, allowed learning development of about inquiry-based teaching.
This study has as its theme the learning development of Physics and Chemistry teachers when involved in a training experience of inquiry based teaching of the contents “Materials” and “Chemical Reactions”. More specifically, this research aims to know what Physics and Chemistry teachers learned about inquiry-based teaching, during the training experience, and how collaborative work and practice-based reflection contributed to learning development. To meet these goals, a qualitative study was conducted. Three Physics and Chemistry teachers, from a school in the outskirts of Lisbon, participated in the research. Data was collected through individual interviews, participant observation and written documents. In data analysis, a mixed deductive-inductive method was used. Results showed teachers’ learning in the design of inquiry-based activities, namely with regard to the use of the five E's model, the degree of openness of the activities, the contexts and applications to use in the activities, and the implementation of the activities in the classroom. Collaborative work sessions, for activities development and class planning, interactions between teachers based on the presentation of suggestions, the questioning of the suggestions presented, the proposal of new ideas and on decision-making contributed to the development of teachers’ learning on inquiry-based teaching in the themes “Materials” and “Chemical Reactions”. Furthermore, in the collaborative work sessions, teachers created situations of mutual help, mutual trust, respect for the other, mutual support and encouragement, designing strategies to develop new practices, based on the prediction of difficulties and student reaction to the activities. Teachers also learned about inquiry-based teaching in practice-centered reflection sessions, describing and analyzing their own practices, promoting reflection and presenting suggestions for improvement of the experiences described and of the activities proposals presented by the researcher. The situations created between the teachers, during the collaborative work and practice-centered reflection sessions, in the context of the training experience, allowed learning development of about inquiry-based teaching.
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Aprendizagens de professores de Física e Química Ensino por investigação Ensino dos “Materiais” e “Reações Químicas” Colaboração Reflexão centrada na prática Learning development of Physics and Chemistry teachers Inquiry-based Teaching Teaching of the “Materials” and “Chemical Reactions” Collaboration Practice-centered Reflection