A prospective teacher training experience in science based on an inquiry approach

Abstract

This paper presents and analyzes a course for preservice elementary teachers, based on inquiry. During the course, students were involved in activities of inquiry that consisted in contextualized problem situations, simple, guided, allowing various forms of resolution and requiring different scientific thinking skills. They were also able to reflect on this form of teaching and their own learning. The evaluation of the experience showed that the prospective teachers were able to understand the basic ideas that characterize inquiry teaching and learning, while modified their conceptions of experimental activities as teaching tools to teach scientific concepts and promote the development of scientific thinking skills. They also developed skills to plan guided inquiry activities for the development of specific scientific skills such as experimental design and interpretation of results.