O professor é um ator fundamental para a promoção da educação de qualidade e desenvolvimento de cidadãos críticos. A formação inicial é uma etapa muito importante para que exerça com qualidade esse papel tão relevante na sociedade. Diversos programas visam fomentar essa formação inicial, como o Pibid. O presente trabalho caracterizou-se como um estudo de caso com 4 sujeitos de pesquisa. Investigou a atuação de licenciandos do Curso de Ciências Biológicas (IB-USP) envolvidos no processo de desenvolvimento e aplicação de uma sequência didática investigativa sobre ambientes costeiros durante o Pibid. Seus objetivos específicos foram: (1) investigar a Percepção Ambiental (PA) sobre ecossistemas marinhos e costeiros desses licencinados; (2) compreender suas concepções sobre Ensino por Investigação (EI); (2) Analisar a sequência didática proposta (planos de aula e roteiros) quanto às concepções de meio ambiente presentes e ocorrência das diferentes fases do ciclo investigativo proposto pelo pesquisador Pedaste e seus colaboradores em 2015; (4) analisar a aplicação de tal sequência em sala de aula por parte de cada um dos licenciandos quanto aos mesmo aspectos focados na análise da sequência. Visando atingir tais objetivos, realizamos o uso de questionários e entrevistas, análise da sequência didática e observações de aulas. Os dados foram avaliados por análise de conteúdo e quantificações simples. Quanto à PA, os 4 licenciandos posicionaram-se na categoria Preservação+Utilização- do Modelo de Valores Ecológicos. Eles declararam relações tanto globais, quanto mais utilitaristas com os ambientes marinhos e costeiros. A concepção Globalizante de meio ambiente foi detectada para dois licenciandos desde o início do Pibid. Já outros dois apresentaram concepções Naturalistas, que foram modificadas ao longo do tempo. No entanto, apenas a concepção Naturalista Reducionista foi detectada na sequência didática elaborada, bem como nas aplicações realizadas pelos licenciandos. Em relação às concepções sobre EI, os licenciandos destacam seus objetivos múltiplos (ex. promover a construção do conhecimento do estudante, desenvolver habilidades e pensamento crítico e auxiliar no entendimento da metodologia científica). Tais objetivos representam vantagens dessa abordagem. As principais desvantagens seriam a dificuldade de elaboração e a aplicação das atividades investigativas, bem como sua real inserção na escola. Pensando-se na análise da sequência didática, todas as cinco fases do ciclo investigativo estavam presentes, as subfases Levantamento de Hipótese e Experimentação foram ausentes, sendo que a dinâmica das aulas se baseou principalmente na relação Questionamento-Exploração (apesar da subfase Exploração não ser detectada para dois dos quatro temas da sequência). A Fase de Reflexão também não foi explicitada nos planos e roteiros. Referente à análise das aplicações da sequência didática, no que se refere à presença das fases e subfases do ciclo investigativo, percebemos diferenças entre o que foi planejado e o que foi efetivamente aplicado em sala de aula, bem como entre as aplicações dos 4 licenciandos. Ao final do processo, os licenciandos apresentaram uma boa avaliação sobre a própria sequência, detectando os momentos mais e menos investigativos. Também demostraram consciência sobre o papel de sua atuação como professores, percebendo que, por vezes, conduziram demasiadamente a atividade. Esta pesquisa evidencia a necessidade de atenção ao implementar-se prospostas/currículos baseados no EI, não sendo suficiente apenas fornecer aos professores sequências ou atividades prontas, mas também os preparando de forma efetiva para trabalharem adequadamente em sala de aula com o que foi proposto. Acreditamos que a situação ideal é formar esses professores para que eles próprios possam desenvolver suas atividades, valorizando sua autonomia e seu papel central no processo ensino-aprendizagem / The teacher is a key actor for the promotion of quality education and the development of critical citizens. Initial teacher training is a very important step to carry out this important role in society with quality. Several programs aim to foster this initial training, such as Pibid. The present study was characterized as a case study with 4 research subjects. It investigated the activities of the Biological Sciences (IB-USP) course graduates involved in the process of developing and applying a didactic sequence on coastal environments during the Pibid. Its specific objectives were: (1) to investigate the Environmental Perception (EP) on marine and coastal ecosystems of these licencinates; (2) understand their conceptions about Inquiry-based Learning (IL); (2) Analyze the proposed didactic sequence (lesson plans and scripts) regarding the present environmental conceptions and the occurrence of the different phases of the research cycle proposed by the researcher Pedaste et al. (2015); (4) to analyze the application of such sequence in the classroom by each of the subjects for the same aspects focused on the sequence analysis. In order to reach these objectives, we carried out the use of questionnaires and interviews, analysis of the didactic sequence and observations of classes. The data were evaluated basically by content analysis and simple quantifications. As for EP, the 4 undergraduated were placed in the category Preservation + Use - of the Ecological Values Model. They have declared both global and utilitarian relationships with marine and coastal environments. The Globalizing concept has been detected for two subjects since the beginning of the Pibid. Already two others presented Naturalist conceptions, which were modified over time. However, only the Naturalist Redutionist conception was detected in the didactic sequence elaborated, as well as in the applications made by the licenciandos. Regarding IL concepts, the licenciandos highlight their multiple objectives (eg. to promote the construction of student knowledge, to develop skills and critical thinking, and to help in understanding the scientific methodology). Such objectives represent advantages of this approach. The main disadvantages would be the difficulty of elaboration and the application of the investigative activities, as well as its real insertion in the school. Thinking on the analysis of the didactic sequence, all five phases of the investigative cycle were present, the Hypothesis survey sub-phases and Experimentation were absent, and the dynamics of classes was based mainly on Questioning-exploration relationship (despite the sub-phase exploration not be detected for two of the four tracks in the sequence). The Reflection phase was also not explicit in the plans and scripts. The analysis of the applications of the instructional sequence, with regard to the presence of phases and sub-phases of the investigative cycle perceive differences between what was planned and what was actually applied in the classroom, and between applications of 4 licensees. At the end of the process, the licenciandos presented a good evaluation on the sequence itself, detecting the moments more and less investigating. They also demonstrated an awareness of their role as teachers, realizing that they have sometimes led the activity too much. This research highlights the need for attention to implement up proposals / curriculum based on IL, it is not enough just to provide sequences teachers or ready activities, but also preparing effectively to work properly in the classroom with what has been proposed. We believe that the ideal situation is to train these teachers so that they themselves can develop their activities, valuing their autonomy and their central role in the teaching-learning process

A long tradition of progressive pedagogy, running from Jean-Jacques Rousseau and through the work of John Dewey, argues that it is ethically and politically important for students to learn to co-direct the process of inquiry. In a series of recent articles, a group of cognitive scientists (hereafter called ‘DI theorists’) has argued that due to the nature of human cognitive architecture, student-led instructional designs are likely to be less effective than fully teacher-led instructional designs and to exacerbate achievement gaps. Were DI theorists correct, contrary to the intentions of many educators, a great deal of progressive pedagogy would be likely to have negative effects on educational justice. In this dissertation, I argue that the framing of the debate in cognitive science misconstrues the ethical and political value of treating students as cooperative designers of educative experiences. To defend this controversial claim, I advance a Deweyan approach to ethics and justice in instructional design against two recent philosophical challenges. The first challenge, which I call ‘Dewey’s grounding problem’, asserts that Dewey’s appeal to the single ethical and political value of learning is unjustified against dissent and oppressive of reasonable pluralism. The second challenge, which I call ‘Dewey’s problem of elitism’, argues that his call to promote the common good of learning in ethics and politics will sometimes permit or require elitism, aristocracy, or tyranny. Based on the Deweyan ethos I defend, I trace four principles of just instructional design to reassess the claims of DI theorists. I argue that integrating DI theorists’ insights about efficacy and equality as means to create a student co-led community of inquiry confirms many educators’ intuitions: that student-led designs are important parts of developing the skills of inquiry, are well placed as culminating tasks, and are best phased in on a developmental pathway towards greater student independence.

This program evaluation study addressed a critical deficiency in early childhood math proficiency for a local urban school district. To strengthen students' skills in mathematics, the district adopted the Common Core State Standards and piloted an inquiry-based instructional program called My Math. The purpose of this project study was to determine the extent to which My Math met the goals of improving Grades K-2 students' math proficiency. The conceptual framework was based on theories of multiple intelligences, social learning, and foundations of social development. The National Program Evaluation Standards were used to guide the program evaluation. The research questions centered on the implementation of My Math in terms of usability, lesson coherence, support provided by program materials and effectiveness of materials in enhancing students' mathematical processes based on teachers' perspectives. Data were collected from 57 teachers who completed an electronic survey and from 6 teachers who participated in focus groups and interviews. Survey data were descriptively analyzed and interview and focus group data were coded for development of common themes. Teacher participants reported gains in students' mathematical processes after using the My Math program. The program evaluation report reflected support for My Math as an effective instructional program for Grades K-2 along with recommendations for supplementation of the program with additional resources to address individual needs among students. Positive social change at the local level includes enhancing students' learning and achievement in mathematics, and assisting other districts in understanding the benefits of the My Math program on student achievement for early childhood students.

The goal of primary science education is to foster children’s interest, develop positive science attitudes and promote science process skills development. Learning by playing and discovering provides several opportunities for children to inquiry and understand science based on the first–hand experience. The current research was conducted in the children’s laboratory in Heureka, the Finnish science centre. Young children (aged 7 years) which came from 4 international schools did a set of chemistry experiments in the laboratory. From the results of the cognitive test, the pre-test, the post-test, supported by observation and interview, we could make the conclusion that children enjoyed studying in the laboratory. Chemistry science was interesting and fascinating for young children; no major gender differences were found between boys and girls learning in the science laboratory. Lab work not only encouraged children to explore and investigate science, but also stimulated children’s cognitive development.

The main purpose of the present study was to investigate the effect of 7E learning cycle model as an inquiry-based learning on the improvement of 5th grade students&rsquo / critical thinking skills. This study was conducted during 2005-2006 spring semester in a private primary school in Sakarya. A total of 46 fifth grade students from two different classes of the same science teacher was involved in the study. Two classes were randomly assigned as experimental group and control group. While students in the control group were instructed with traditional method, inquiry-based learning was carried out in the experimental group. Since phenomena that show cause and effect relationships are good inquiry subjects, water cycle in the science and technology curriculum was taken as the unit in the present study. The Cornell Conditional Reasoning Test, from the Cornell Critical Thinking Skills Tests Series was administered as pre-test and post-test to students both in the experimental and control groups. The effects of gender and family income of the students on the dependent variable were also checked. Statistical Analysis of Covariance was used to test the hypotheses of this study. The results indicated that the experimental group achieved significantly better than the control group in both the critical thinking skill test. In other words, inquiry-based learning improved students&rsquo / critical thinking skills. On the other hand, no significant effect of gender and family income on improvement of students&rsquo / critical thinking skills was found.

One type of instruction that is of particular interest in STEM education is instruction that actively engages students in inquiry and discovery. The author develops an operational definition of instruction for discovery learning (IDL) that adopts some of the fundamental commonalities among many reform-oriented instructional frameworks such as inquiry-based and project-based instruction. Four teachers—who received their bachelor’s degree in mathematics and teacher certification from the same undergraduate teacher-preparation program—and their Algebra I classes were observed with the focus on how particular features of IDL were being implemented in their classrooms. To gain further perspective on classroom practices and interactions, student surveys were administered to a total of 142 students and each teacher was interviewed. The student surveys focused on student orientations toward IDL, attitudes toward mathematics, and their perspective of IDL implementation in their class. Student survey data was analyzed through ANOVA, post hoc tests were used to identify significant pair-wise differences between teachers for which the ANOVA identified significance, and a factor analysis was used to evaluate the component loadings for the survey questions. The surveys revealed significant differences between perceived activities in the classes (p<0.05), but did not show very significant differences between student orientations toward IDL. All four teachers expressed familiarity with and commitment to reform-oriented frameworks such as inquiry-based and project-based instruction, and certainly experienced inquiry-based learning as students themselves in their undergraduate program. However, only one teacher—the one teaching in a New Tech high school that was structured on the framework of project-based instruction (PBI)—showed consistent differences in both student perspectives of IDL and observed implementation of IDL. The author discusses the levels at which these teachers implemented IDL, the differences among student perceptions across the classes, teacher orientations toward mathematics and learning, and the importance of a supportive school culture and administration in order to fully implement IDL and influence both student and teacher orientations toward reform-oriented pedagogy. / text

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Engagement with global children's literature is an effective way to introduce multiple perspectives into the classroom dialogue. Yet teachers are often unfamiliar with ways of helping students understand diverse cultural practices and beliefs. The result is that global children's literature continues to be an underused resource. This action research study looked at 25 highly diverse educator study groups as they used global literature with pre-K - 12 students. The goal was to support the development of intercultural understanding. The study groups received $1,000 grants from Worlds of Words (wowlit.org) to fund their yearlong inquiry. The groups met face-to-face throughout the year to reflect on the interactions taking place in their classrooms. All groups met online on a members-only site. Data collected included proposals, reports, teacher vignettes, and interviews. The data was used to document range of study group structures and interactions with global literature. The study groups and online forum were supported by a grant from the Longview Foundation. Through constant comparative analysis, new transformative understandings were identified. Key elements in the development of intercultural understanding included open inquiry, recognition of complexity and multiple perspectives, thinking about culture at a conceptual level, and engaging in open dialogue. Teachers reported an increased understanding of their competence as professionals, their student's competence as problem-posers and thinkers, and the parents' competence as important contributors to intercultural understanding. The study concludes with implications for practitioners wanting to engage in classroom inquiries using global literature to support developing intercultural understanding. A second set of implications suggests ways in which the study group process can be made more effective. New questions are proposed for future research related to the use of global literature in various contexts, including classrooms, online professional development, and libraries.

As escolas de ensino médio vem mantendo um ensino de Biologia de forma bastante teórica e pouco ligada a realidade do mundo que cerca o aluno. Atualmente espera-se que um aluno que saia do ensino médio atuando com autonomia, lidando com as informações e fazendo uso dos conhecimentos adquiridos na escola, como já é esclarecido nos Parâmetros Curriculares Nacionais (PCNs). Assim, usar metodologias que envolvam o Ensino de Biologia baseado na investigação pode dar ao aluno uma nova forma de pensar, uma oportunidade de construir o próprio conhecimento. Na educação baseada na investigação, existem três fatores de extrema importância a serem investigados: a motivação dos alunos em aprenderem e participarem das mais diversas atividades em aula, a emoção despertada nos alunos em relação às aulas e ao ambiente da escola e a ideia e concepção de Ciência que eles desenvolvem ao longo do seu período escolar. Esta dissertação relata um estudo onde foram utilizadas escalas para avaliar a emoção e a motivação dos alunos, além de um questionário que avaliou a concepção de Ciências deles, antes e depois da realização de atividades que envolviam o ensino por investigação. Em um primeiro momento, os dados gerados mostraram que havia pouca variação na emoção e motivação dos alunos antes e depois das atividades investigativas, porém, em relação à concepção de Ciências deles, a mudança foi surpreendente. Em um segundo momento foram analisados os discursos dos alunos ao longo do desenvolvimento das atividades investigativas, dessa análise apresentou-se dados que através de referenciais teóricos ligados a aprendizagem significativa demonstraram a relevância do uso de atividades que envolvam investigação na sala de aula. Assim, investigar a interferência do uso de metodologias que envolvam o ensino baseado na investigação na motivação, na emoção e na concepção de Ciência dos alunos do ensino médio, destaca a importância de estudos em ambientes educativos não tradicionais, que privilegiam oportunidades para que os alunos desenvolvam entendimento, expressem suas emoções, e que possam construir significado a partir de aplicações no mundo real. / The high school has maintained a teaching of Biology fairly theoretical and somewhat connected to reality of the world that surrounds the students. Currently it is expected that a student coming out of high school acting with autonomy, dealing with information and making use of the knowledge acquired in school, as is made clear in National Curricular Parameters (PCN). Thus, using methodologies that involve the inquiry-based learning can give the student a new way of thinking, an opportunity to build their own knowledge. In inquiry-based education, there are three very important factors to be investigated: motivation of students to learn and participate in various activities in the classroom, the emotion aroused in students in relation to school and the school environment and the idea and design of science they develop throughout their school years. This paper reports a study which scales to assess the excitement and motivation of students were used, plus a questionnaire that assessed the concept of Science of them before and after the completion of activities involving inquiry-based learning. At first, the data generated showed that there was little variation in emotion and motivation of students before and after the investigative activities, however, on the concept of Science of them, the change was amazing. In a second step the speeches of the students were analyzed during the development of investigative activities, this analysis presented data through theoretical frameworks linked to meaningful learning demonstrated the relevance of using activities involving research in the classroom. Thus, to investigate the interference of methodologies involving inquiry-based learning in motivation, emotion and concept of Science of high school students, highlights the importance of studies in none-traditional educational environments that emphasize opportunities for students develop understanding, express emotions, and they can construct meaning from realworld applications.

As escolas de ensino médio vem mantendo um ensino de Biologia de forma bastante teórica e pouco ligada a realidade do mundo que cerca o aluno. Atualmente espera-se que um aluno que saia do ensino médio atuando com autonomia, lidando com as informações e fazendo uso dos conhecimentos adquiridos na escola, como já é esclarecido nos Parâmetros Curriculares Nacionais (PCNs). Assim, usar metodologias que envolvam o Ensino de Biologia baseado na investigação pode dar ao aluno uma nova forma de pensar, uma oportunidade de construir o próprio conhecimento. Na educação baseada na investigação, existem três fatores de extrema importância a serem investigados: a motivação dos alunos em aprenderem e participarem das mais diversas atividades em aula, a emoção despertada nos alunos em relação às aulas e ao ambiente da escola e a ideia e concepção de Ciência que eles desenvolvem ao longo do seu período escolar. Esta dissertação relata um estudo onde foram utilizadas escalas para avaliar a emoção e a motivação dos alunos, além de um questionário que avaliou a concepção de Ciências deles, antes e depois da realização de atividades que envolviam o ensino por investigação. Em um primeiro momento, os dados gerados mostraram que havia pouca variação na emoção e motivação dos alunos antes e depois das atividades investigativas, porém, em relação à concepção de Ciências deles, a mudança foi surpreendente. Em um segundo momento foram analisados os discursos dos alunos ao longo do desenvolvimento das atividades investigativas, dessa análise apresentou-se dados que através de referenciais teóricos ligados a aprendizagem significativa demonstraram a relevância do uso de atividades que envolvam investigação na sala de aula. Assim, investigar a interferência do uso de metodologias que envolvam o ensino baseado na investigação na motivação, na emoção e na concepção de Ciência dos alunos do ensino médio, destaca a importância de estudos em ambientes educativos não tradicionais, que privilegiam oportunidades para que os alunos desenvolvam entendimento, expressem suas emoções, e que possam construir significado a partir de aplicações no mundo real. / The high school has maintained a teaching of Biology fairly theoretical and somewhat connected to reality of the world that surrounds the students. Currently it is expected that a student coming out of high school acting with autonomy, dealing with information and making use of the knowledge acquired in school, as is made clear in National Curricular Parameters (PCN). Thus, using methodologies that involve the inquiry-based learning can give the student a new way of thinking, an opportunity to build their own knowledge. In inquiry-based education, there are three very important factors to be investigated: motivation of students to learn and participate in various activities in the classroom, the emotion aroused in students in relation to school and the school environment and the idea and design of science they develop throughout their school years. This paper reports a study which scales to assess the excitement and motivation of students were used, plus a questionnaire that assessed the concept of Science of them before and after the completion of activities involving inquiry-based learning. At first, the data generated showed that there was little variation in emotion and motivation of students before and after the investigative activities, however, on the concept of Science of them, the change was amazing. In a second step the speeches of the students were analyzed during the development of investigative activities, this analysis presented data through theoretical frameworks linked to meaningful learning demonstrated the relevance of using activities involving research in the classroom. Thus, to investigate the interference of methodologies involving inquiry-based learning in motivation, emotion and concept of Science of high school students, highlights the importance of studies in none-traditional educational environments that emphasize opportunities for students develop understanding, express emotions, and they can construct meaning from realworld applications.