Light and its properties is a subject that strongly attracts children from very early ages. Inquiry-based science teaching although addressed in the curricula of various countries and suggested by some international organizations, continues to have a very low expression in the teaching practices of the majority of primary school teachers and preschool educators. In this sense, we have organized several continuing training courses in order to encourage these education professionals to promote this approach to science teaching in the classroom, with the children. As part of this training process, teachers and educators put into practice, with their students, the didactic knowledge they have developed, in order to become aware of the virtues of an inquiry-based approach to children's learning. Through the implementation of the "Reflection of Light" activity, in this article, we intend to analyze the process of teaching and learning promoted in a 3rd grade class by one of the teachers participating in the training courses. The analysis of the process reveals that the teacher in training carried out a successful didactic integration of the inquiry-based science teaching approach recommended for children. In turn, the children also developed a good understanding of the contents of the activity explored in the classroom.

Date Published: 22 August 2014
PDF: 6 pages
Proc. SPIE 9286, Second International Conference on Applications of Optics and Photonics, 92862I (22 August 2014); doi: 10.1117/12.2063840

Published in SPIE Proceedings Vol. 9286:
Second International Conference on Applications of Optics and Photonics
Manuel Filipe P. C. Martins Costa; Rogério Nunes Nogueira, Editor(s)