M. Fernanda Resende, M. Gabriela T. C. Ribeiro, Paulo Almeida, Professional development for science teachers through partnerships between teachers and scientists, 3rd Int. Conf. Hands-on Science, Braga, 2006, Proceedings,119.
2006-09-05

Autores:
M. Fernanda A. Resende
M. Gabriela T. C. Ribeiro
Paulo Almeida

Instituições:


Resumo:
The development of scientific inquiry skills is considered to be the most effective way to create a society of scientifically literate citizens. This study intent to contribute to the development of a model of professional development for science teachers in Portugal through partnerships between teachers and scientists, in order to improve their understanding of how science is done and how scientists work.
The study has been developed in two parts. In the first part the teacher/researcher integrated a research team in a research laboratory, where she developed a series of special skills to test and analyse geosynthetic materials, used in sanitary landfill. In the second part the teacher/researcher incorporated the experience obtained in the first part of the study in teaching about solid urban waste manegement.
The teaching methodology was oriented as project work and included oral discussion of ideas and results, group work, analysis of bibliography, experimental work, and construction of mind maps and finally the use of a questionnaire to evaluate student’s learning and appreciation of the experience. Action/research was the methodology used by the teacher to evaluate the process of teaching and learning all along, so that changes could be incorporated if needed.
It was possible to conclude, generically, that there was a significant learning progress made by students in subjects like solid urban waste, solid urban waste management, reducing, reusing, recycling, composting, incineration, sanitary landfill. The research results obtained by the teacher were valuable and were incorporated in the results of the research laboratory.
According to the teacher/researcher’s reflection she increased content knowledge, improved her confidence and innovation in science teaching, and developed skills that allowed her to propose activities for the development of experimental work that created opportunities to the development of scientific inquiry skills.

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