DESIGN OF LEARNING EXPERIENCES GUIDED BY DESIGN PRINCIPLES IN THE DEVELOPMENT OF INQUIRY-BASED LESSONS IN THE BIOLOGICAL SCIENCES TEACHER EDUCATION PROGRAM

Abstract

In the context of initial teacher education in Science and Biology, it is observed that Active Methodologies and Inquiry-Based Science Education, although widely discussed in the theoretical field, still present challenges in the planning and implementation of inquiry-based and contextualized lessons. These approaches are often dissociated from deeper reflection on pedagogical intentionality, lesson organization, and the role of the student in the learning process. In this scenario, this work is an experience report that aims to present and discuss the design of a formative experience guided by Design Principles, focused on the development of inquiry-based lessons in the Biological Sciences teacher education program. The design articulated expository-reflective moments, theoretical studies on Inquiry-Based Science Education and Active Methodologies, and practices of collaborative pedagogical prototyping. The mini-lessons were structured based on moments of the inquiry journey, materialized through prototypes including enactments and diagrams. The results indicate that collaborative prototyping favored the externalization of pedagogical planning, revealing advances in the understanding of student centrality and pedagogical intentionality. It is concluded that the Design of Learning Experiences constitutes a powerful formative device to foster an investigative stance and to articulate theoretical and practical dimensions in teacher education.