Reflecting on early childhood science education by means of an inquiry-based learning sequence

Abstract

Several surveys have demonstrated the importance of inserting Science Education (SE) since the early years of schooling. In this setting, researches also point that the learning of scientific topics becomes more effective when the approach happen trough investigation. In this article, we discuss part of the results from a master’s degree research. The survey aims to determine the contribution of an extension course about inquiry-based science learning to early childhood education teachers. To the present research, we took a qualitative approach, using as data collection instrument an inquiry-based learning sequence (IBLS) with the sense organs as the subject. Took part at the extension course, promoted by the Universidade Estadual de Maringá (UEM), six teaches that developed a series of activities such as responding to questionnaires and discussing inquiry-based learning by means of texts and practical activities. Several of these practical activities were part of an inquiry-based learning sequence (IBLS), which made intense discussions with the participating teachers possible. As a final activity of the course, the teachers, in pairs or individually, prepared a sequence of classes about a science theme of their choice, trying to include inquiry-based learning. The audio recordings were analyzed according to Bardin content analysis. The results revealed that the activities developed in the extension course fostered the reflection of the teachers as regards the pedagogical practice itself and the insertion of inquiry-based learning into the development of science themes in early childhood education.

Keywords

• Ensino por investigação. Ensino de ciências. Formação docente.