Investigation with experimental practical activities in training geographically distant teachers

Abstract

This work aims to understand the investigation combined with practical experimental activities in the formation of geographically distant teachers. The study begins by the problematization of research and experimental practices in teacher education, followed by the presentation of the work context: the Science Graduation course, in the Distance Education modality (EaD), from the Federal University of Rio Grande (FURG). The corpus of the work is composed of the students’ reflective writings built in the last stage of the investigative project proposed in the interdiscipline called Phenomena of Nature IV. In this writing, students should report what happened to them when they became involved in the development of the experimental project throughout the semester. The methodology of the research carried out is a hermeneutic phenomenological approach and the analysis of the corpus made through the Discursive Textual Analysis (ATD). From the analysis two categories emerge: 1) Co-creation potentiated by the processes of interaction and 2) Investigative projects: a means for understanding science themes and classroom methodology. It is concluded that it is essential to promote training spaces that encourage theoretical and practical reflections on experimental investigative projects combined with technological resources, promoting interactive environments that involve participants in the co-creation process from the interaction with different interfaces and languages. Therefore, the development of experimental investigative projects is possibility for the formation of Science teachers geographically distant, in which the investigation is part of the development of the project and methodology for future teaching practices.