Experimentation in the classroom: Science and Mathematics teachers’ conceptions

Abstract

Experimentation as a teaching and learning activity in the classroom is an important component for the learning process, being also acknowledged as a resource for the implementation of a Science - Technology-Society (STS) approach. Taking into consideration the assumption that learning science through experimentation is related to teachers’ conceptions and to the way in which experiments are carried out in the classroom, the purpose of this study was to identify the conceptions of inservice teachers trainees about the role of experimentation in the teaching of Sciences and Maths. For this purpose, questionnaires were applied to 24 teachers attending a Postgraduate Degree in Sciences and Maths. From the Discursive Textual Analysis of the answers provided by teachers the following four categories emerged: (1) the role of experimentation in student’s learning; (2) the role of experimentation in teacher’s practice; (3) the role of experimentation in approaching contents; (4) the role of experimentation in the development of the classroom environment. It was observed that teachers consider experimentation as a moment that fosters the development of many skills, providing students with the opportunity to interact with materials, test theories, formulate hypothesis and raise questions, being also recognised as motivating. It is also noteworthy that experimentation can be implemented by emphasizing a Science-Technology-Society – STS approach, aiming to promote students’ interest in science and technology, as well as to discuss their social implications.