The collaborative research as a contribution to the professional development of the teacher and the scientific culture: changes in the concept of Nature between the teachers and in the teaching practice

Abstract

This article aims to reflect upon the professional development of high school teachers, in the context of activities of an interdisciplinary group of collaborative research that studies and promotes didactic innovations, focusing on the environmental context; discusses the contribution of research with teachers in the generation of a scientific culture. The research is qualitative and collaborative; involves teachers of different curricular components (Physics, Chemistry, Biology, Mathematics, Geography and History) and researchers from universities in the areas of Education and Teaching of Earth Sciences. For data collection, three focal groups were held with the participants. Changes in the concept of Nature between the teachers and in the teaching practice in teaching themes focused on understanding the nature were indentified. It was concluded that the construction of didactic innovations contributes to the decisions of the teacher about what, how and why teach subjects that relates Nature to society. (refazer abstract)