Formação continuada de professores que ensinam Ciências nos anos iniciais do ensino fundamental a partir do ciclo de aprendizagem na perspectiva de Kolb

Abstract

The teaching and learning processes, both for students of any level and modality, as well as in teacher training, represent a topic that is under constant investigation, therefore of frequent academic interest. This context is more complex when it comes to the training of teachers who teach science in the early years of elementary school, as the majority have a generalist education. Therefore, the possibility explored in this research is related to David Kolb’s proposal on experiential learning in Science teaching. Kolb’s approach involves reflection on the actions carried out, based on learning cycles. In each cycle, possible movements are presented that permeate the subject’s learning, enabling them to understand which actions best align with their profile in acquiring knowledge. The objective that guided this research was to identify, through a continuing training course, how teachers in the Initial Years of Elementary School perceive the nuances of learning in Science, based on Kolb’s learning cycle. The methodology used was exploratory research with a qualitative approach, directing data analysis to content analysis. Nine teachers from the municipal education network of São José dos Pinhais, in Paraná, participated in the course. Participants carried out a series of activities, each one appropriate to Kolb’s Learning Cycle, in order to experience it completely. The results of great relevance show that the insertion of Kolb’s learning cycle in the context of Science teaching favors learning by promoting a dynamic and participatory approach, which encourages practical experimentation, critical reflection and adaptation to different styles of teaching. Student learning. Finally, considering the teaching styles of teachers themselves in future research is also one of the possibilities for new researchers to contribute to science.