It is consensual nowadays that it is urgent to
train people with a high level of scientific
literacy. Therefore, and according to our
personal and professional interest

Rodrigues, Maria José

Vieira, Rui Marques

Biblioteca Digital do IPB

Education for Sciences in the Pre-School: Contributions from a Training ProgrammeMaria José Afonso Magalhães Rodrigues, Rui Marques Vieira (Supervisor)CIDTFF - Research Centre for Didactics and Technology in Teacher EducationIntroductionIt is consensual nowadays that it is urgent totrain people with a high level of scientificliteracy. Therefore, and according to ourpersonal and professional interests, wedeveloped this research in accordance to theissues outlined in Figure 2.AbstractThis research was developed according tothe various phases schematicallypresented in Figure 1.Theoretical FrameworkThe theoretical framework is organized inthree sections represented in Figure 3 andbacked up by some prominent authors whoaddress these themes.Development of ITTThe main purpose of ITT is to contribute tothe deepening of various scientific andmethodological issues in the field of scienceand its teaching and promote awareness ineducators for the taste for education insciences. This allows the implementation ofpractical activities and experiments in asystematic and continuous way in its didacticand pedagogical practices.The development of ITT has gone throughseveral phases as shown in figure 4.We concluded that the ITT had a verypositive impact because it allowedteachers to understand the importance ofapproaching sciences in pre-school andraise their interest to didactic andpedagogical practices with innovativeSTS orientation, favoring a strategy toachieve practical and experimental work.According to the techniques and tools usedto collect the information we have chosen toanalyze the data according to the diagram inFigure 5.ResultsWith regard to initial and in-service education in sciences educators mentioned the need for more training.For the STS designs, results were obtained in two moments of the VOSTS questionnaire: at the beginning and at the end of the ITT. See Tables 1 and 2.Provided an environment of empathy; encouraged children to expressthemselves freely.This is evidenced in the pictures shownbelow.ConclusionThe main conclusions of the study arepresented in the diagram of figure 6.ReferênciasAikenhead, G. S. (2009). Educação Científica paratodos. Mangualde: Edições Pedagogo.Elliot, A. (2006). Early childhood education: Pathwaysto quality and equity for all children. AustralianEducation Review. Austrália: Australian Council forKindergarten Answer categorizationKindergartenteacherAnswer categorizationRealistic Acceptable NaiveA 8 10 1B 6 10 3C 5 12 2D 7 11 1E 7 7 5F 5 12 2Tabela 2 - Categorization of responses given bykindergarten teachers to the VOSTS survey at thebeginning of the ITTFig.1 - Global Scheme of the researchFig.2 – Research questionsFig.3 - Theoretical researchFig.4 – Training Program DevelopmentFig.5 – Data analysisFig.6 – Representation of the main conclusionsMetodologyThis study is qualitative in nature, fits into thecategory of a case study, and theepistemological point of view is interpretive.Initially, we worked with all kindergartenteachers in the district of Bragança. Thisuniverse was later reduced to six teacherswho volunteered to collaborate in theresearch.To collect the information we used severaltechniques and tools, as evidenced in Table1, shown below:We found that three teachers reduced thenumber of naive responses, one maintainedthem and two increased them.Regarding the characterization of didacticand pedagogical practices the educators: used practical work more frequently; made reference to the nature of scientificknowledge; promoted oral questioning and favoredgroup work as a strategy;showed a growing concern regardingorientation;Educational Research.Martins, I., Veiga, M. L., Teixeira, F., Tenreiro-Vieira,C., Vieira, R. M., Rodrigues, A. V. & Couceiro, F.(2006). Educação em Ciências e EnsinoExperimental – Formação de Professores. Lisboa:Ministério da Educação, DGIDC.Martins, I., Veiga, M. L., Teixeira, F., Tenreiro-Vieira,C., Vieira, R. M., Rodrigues, A. V., Couceiro, F. &Pereira S. (2009). Despertar para a ciência –actividades dos 3 aos 6. Lisboa: Ministério daEducação, DGIDC.Ministério da Educação (2010). Metas deaprendizagem para a Educação Pré-Escolar e parao Ensino Básico. Acedido emhttp://www.metasdeaprendizagem.min-edu.pt/educacao-pre-escolar/apresentacao/Pórlan, R. (2002). La formación del profesorado en uncontexto constructivista. Investigações em Ensino deCiências, 7(3), 271-281. Acedido emhttp://www.if.ufrgs.br/ienci/artigos/Artigo_ID93/v7n3a2002.pdfVieira, R. M. (2003). Formação Continuada deProfessores do 1º e 2º Ciclos do Ensino Básico parauma Educação em Ciências com OrientaçãoCTS/PC. Tese de Doutoramento não publicada.Aveiro: Universidade de Aveiro, DDTE.teacher Realistic Acceptable NaiveA 13 5 1B 3 11 5C 7 8 4D 11 8 9E 7 9 3F 9 9 1Tabela 3 - Categorization of responses given bykindergarten teachers to the VOSTS survey at the endof the ITTR.Q. Technique (s) Instrument (s)1, 2 and 3SurveyQuestionnaire for the professional characterization of kindergarten teachers.4SurveyObservationQuestionnaire VOSTSInterviewResearcher's Diary5SurveyObservationITT Assessment questionnairePortfolioResearcher's DiaryTabela 1 - Techniques and tools used for datacollection

Education for sciences in the pre-School: contributions from a training programme

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Education for sciences in the pre-School: contributions from a training programme

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