Research-based teaching in science classes: what do basic education teachers think?

Abstract

Inquiry-based teaching is an approach that differs from traditional teaching by prioritizing problem-solving, hypothesis formulation, and data analysis, promoting social interaction and the collaborative construction of scientific knowledge in a critical manner. In this sense, the aim of this research was to analyze the perception of Natural Sciences teachers about the use of inquiry-based teaching in their classes. This research used a qualitative methodology, and 78 Natural Sciences teachers from different regions of Brazil answered a questionnaire that aimed to learn about their understanding of inquiry-based teaching and whether they use this approach in their science classes. The analysis of the discursive questions was carried out based on Discursive Textual Analysis and were organized into six initial categories, two intermediate categories, and one final category. The elaboration of the metatext indicated that most teachers do not use inquiry-based teaching due to lack of familiarity, revealing that few received training that prepared them to use it in class. Although most participants consider the potential of this approach, the few who use it tend to limit this practice to problem-solving, without fully exploring steps such as argumentation, debate and communication of results. Therefore, to expand the implementation of inquiry-based teaching in science education, a joint effort is needed to overcome institutional limitations and provide training teachers.