Aprendendo a ensinar ciências por investigação: os primeiros passos de uma professora de Biologia ao usar elementos investigativos em sala de aula

Abstract

Implementing research science teaching (RST) in school contexts has created a number of challenges, especially for those teachers who have had limited opportunities to experience it. In this context, we analyzed how a biology teacher took her first steps in the use of RST, from discussions in a continuous education course. We collected data through observation, field journaling, and recording of audio interactions from a sequence of circulatory system classes in high school classes, followed by an analysis with an RST diagnostic tool. Among the results, we indicate two central aspects: i) the teacher's continuous effort to generate opportunities for students to express their ideas; ii) the isolated way in which RST elements appeared between classes. We highlight the challenging character of this process and the constant reflection on what it means to research biology before, during and after classes.