Experimental work and problem-based learning

a study developed with future Science teachers

Authors

DOI:

https://doi.org/10.35699/2237-5864.2017.2177

Keywords:

Science teaching, Experimental work, Initial teacher training, Problem-Based Learning

Abstract

Since Problem-Based Learning is considered a didactic approach that encourages students to research the solution to a problem, then the experimental work constitutes a great strategy for the implementation of this new methodology. This study was carried out in Portugal at a private higher education school and involved six future science teachers. Taking into account their given classes in the initial training period within the Didactic of Science subject, these teachers planned eleven experimental activities for later implementation in an internship context. As support, they used the Planning Chart used in the Training Program in Science Teaching, sponsored by the Ministry of Education. The results show that students correctly structured those experimental activities despite showing some weaknesses in steps that required greater conceptual involvement. Thus, it becomes necessary to invest in initial teacher training, preparing them to deal with activities that promote problem solving.

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Author Biography

Alcina Figueiroa, Instituto Jean Piaget, Portugal.

Doutora em Ciências da Educação, na área de especialização em Metodologia em Ensino das Ciências, pela Universidade do Minho, é docente no Instituto Piaget, onde exerce funções docentes na área da Didática das Ciências e da Supervisão Pedagógica e de investigação na unidade de Investigação em Educação e Intervenção Comunitária (Research Unit – Education and Community Intervention – RECI).

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Published

2017-06-30

How to Cite

FIGUEIROA, A. Experimental work and problem-based learning: a study developed with future Science teachers. Revista Docência do Ensino Superior, Belo Horizonte, v. 7, n. 1, p. 74–93, 2017. DOI: 10.35699/2237-5864.2017.2177. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2177. Acesso em: 17 jul. 2024.

Issue

Vol. 7 No. 1 (2017)

Section

Article

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