Process of developing investigative and contextualized sequences classes by teachers in pre service chemistry training

Abstract

The work addresses current goals of science education, emphasizing the need to train critical and reflective students capable of intervening in society. Inquiry-based learning (IBL) is highlighted as essential for developing higher-order cognitive skills, enabling students to investigate problems, collect data, formulate hypotheses, and draw conclusions. Additionally, CTSA contextualization (Science, Technology, Society, and Environment) is employed as an approach that facilitates this process by relating scientific knowledge to social, environmental, and technological issues. The work also underscores the importance of teacher training programs aiming to discuss and reflect on these teaching approaches. Thus, the Process of Guided Reflection (PRO) is presented as a methodology to guide pre-service teachers in reflecting on their teaching and learning conceptions. The study investigated the development of a Lesson Sequence (LS) with an emphasis on IBL and CTSA contextualization, developed by pre-service teachers. The final version of the LS, themed around Energy Production, consisted of six lessons covering concepts related to energy production, discussions on types of power plants, and their socio-environmental consequences. The different versions of the LS demonstrated significant evolution, with substantial changes in potential concept construction, contextualization, and levels of inquiry. Data analysis revealed a progression in the incorporation of problem-posing elements and CTSA contextualization, underscoring the importance of PRO in pre-service teacher education to promote more investigative and contextualized approaches in science education.