A teacher's reflections on the tensions of teaching science to children

Authors

DOI:

https://doi.org/10.28998/2175-6600.2024v16n38pe18289

Keywords:

Initial and Continuing Education of Teachers, Teaching Science through Inquiry, Earth and Universe, Narratives of Experience, Reflection on Practice

Abstract

The aim of this research is to investigate the tensions narrated by a teacher when reflecting on the development of a teaching sequence on astronomy in a 3rd grade elementary school class. This is an interpretive research project affiliated with the field of narrative research. To construct the data, we went through the reflections of a teacher as she recounted her experience working with astronomy with her students. Our analysis highlighted four categories of reflection presented by the teacher. The first addresses the importance of teachers reflecting on their own practice. The other three emphasize the tensions she faces when teaching science to children, namely: maintaining an investigative stance when developing activities; listening attentively to children's questions; and being available to learn and teach what she has not yet mastered.

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Published

2024-12-23

How to Cite

SÁ, Eliane Ferreira de; MAUÉS, Ely. A teacher’s reflections on the tensions of teaching science to children. Debates em Educação, [S. l.], v. 16, n. 38, p. e18289, 2024. DOI: 10.28998/2175-6600.2024v16n38pe18289. Disponível em: https://seer.ufal.br/index.php/debateseducacao/article/view/18289. Acesso em: 24 dec. 2024.

Issue

Section

Dossiê: Ensino de ciências para crianças

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