Sequências de ensino investigativas associadas às salas virtuais: possibilidades e limites de uma formação continuada de professores de ciências

Abstract

This researchdeals with the observation and analysis continued training offered to nine science teachers working with final grades of elementary school and a REME Pedagogical Coordinator of Campo Grande. The training conducted discussed the integration of Moodle into the investigative science education as a way to bring about change in practice towards the investigative action of these teachers. This research sought to answer the research question: “What are the possibilities and limits of a continuing education training to bring about changes in practice towards investigative action of teachers of fifth to eighth grades of the Municipality Education Network of Campo Grande, focused on the development of an investigative teaching sequence articulating the science content with Moodle communication interfaces?” This training proposed originated from science teachers’ difficulties in developing activities using the technologies identified during the presentations of experience reports and pedagogical follow-ups carried out in schools of the Municipality Education Network - REME by the technical team of the Education Technology Division of the Municipality Education Secretariat/SEMED. The research presents it was developed by an qualitative approach based on the assumptions of the research-training, and sought to contribute to the reflection on the pedagogical practice of teachers survey participants regarding the use of Moodle. Throughout this research-training, teachers have explored this environment in order to create a virtual room and draw up a SEI (investigative teaching sequence), according to a constructivist approach to be applied in their respective classes of schools. Data were collected through semi-structured interviews, online questionnaires, group discussions and activities in Moodle were transcribed and analyzed, and the instruments used allowed the audio recordings and footage during the formation and implementation of SEI. The research-training was developed over ten months (February to November), the school year of 2015 and allowed the following results: the science teachers knew Moodle as students of distance learning courses, but not used in teaching and learning their students and their classes initiated by concepts without prior or questions surveys. They said they initiated their science classes presenting the concepts, without performing the previous surveys or questions. Of the 9 nine participants, only two completed all stages of formation, but only one was able to apply their respective SEI.The limits of this training proposal are related to the need to develop an SEI according to curricular framework, the conditions offered by the schools, the forecast quantity of students, lack of incentive for teachers to participate in such training. We concluded that continuing education using the interfaces of Moodle and the sequences of investigative teaching (SEI) contributed to the two teachers to take ownership of environmental communication resources to use them in the preparation of virtual rooms, as well as reflect on their pedagogical practices for the implementation of SEI enabling changes in the way of teaching science.