1. Contribution of a Professional Development Program for Teachers’ Learning Mónica Baptista; Ana Maria Freire mlmbaptista@gmail.commlmbaptista@gmail.com; amvfreire@ie.ul.ptamvfreire@ie.ul.pt Instituto de Educação Universidade de Lisboa

2. To describe the contribution of Professional Development Program for teachers’ learning Study aim

3. PORTUGUESE CURRICULA FOR TEACHING SCIENCE AT MIDDLE SCHOOL Promotion STSE perspective Constructivist focus, values the scientific inquiry approach Preparation for public understanding of science and scientific literacy Assessment as learning Galvão et al.(2002)

4. N ATIONAL C URRICULA G OALS FOR S CIENCES Development of competences in Subject knowledge (substantive, procedural, epistemological) Reasoning Communication skills Scientific and social attitudes Galvão et al.(2002)

5. Teachers are often resistant to the implementation of innovative ideas in order to adapt the Curricular Orientation Professional Development Program Collaborative work between Teachers and Researchers Link Practice and Theory

6. Phase 1  Discussion about Curriculum Orientations, Science teaching and learning, formative assessment  Planning and design of inquiry activities Phase 1  Discussion about Curriculum Orientations, Science teaching and learning, formative assessment  Planning and design of inquiry activities Phase 3  Data Analysis  Reflection about practice Phase 3  Data Analysis  Reflection about practice Phase 2  Inquiry activities implementation in the classroom  Data Collection Phase 2  Inquiry activities implementation in the classroom  Data Collection Collaborative work between Teachers and Researchers Written documents produced by students Audiotapes Focus Group Interviews Written documents produced by students Audiotapes Focus Group Interviews

7. The activities were designed having in mind the notion of situated learning practices and were based on 5E learning cycle (Bybee & Landes, 1988). The 5E learning cycle leads pupils through a sequence consisting on the following phases: engagement, exploration, explanation, elaboration and evaluation.

8. Electricity Periodic Table Chemical Reactions Sound and Light Astronomy Materials

11. Methodology Participants Six Physics and Chemistry teachers from schools within the region of Lisbon. They were all females and their ages range from 25 to 47 years old. Two of them are Master’ students in Science Education, one has a Master in Science Education, and another has a Master in Physics for Teaching.

12. The methodology is qualitative, adopting an interpretative orientation (Erickson, 1986) Methodology Data Collection Interactions among researchers and teachers during the design of inquiry activities, and interviews (Patton, 1990)

13. Results Phase 1Interpreting the curricular orientations Appling the 5E’s Model Planning open activities Teachers’ role Learners’ role Teaching goals Phase 2Researching while teaching Giving feedback Controlling time Organizing the classroom Managing the teachers’ role Managing the learners’ role Phase 3Reflecting concern their practice Understanding themselves as learners

14. Results It isn’t easy to adapt and to apply the curriculum. When we started the first activity, I read the curricular orientations and I thought that the most important were the concepts and facts. Then, I made another reading and our discussion allowed the reflection. Now, I can say that I changed my point of view and I learned to interpret the curricular orientations. I think that I understand the intention of the curriculum developers. Interpreting the curricular orientations This teacher understood the importance of using curriculum as a resource for her own design of inquiry activities. Phase 1

15. Results During the implementation of inquiry activities I learned to manage my role, but I had to break my routine associated with traditional approach. I had to assume a different role and my pupils too. They had an active role. They planned experiences, draw conclusions in a collaborative work, they managed materials. Managing the teachers and pupils role According to this teacher, she and her pupils modified their role in the classroom. Pupils assumed the responsibility for their own learn. Phase 2

16. Results I think I learned to reflect about my own practice. We collected data from the pupils [during the phase 2] and the data analysis allowed me to reflect about my practice, my pupils’ learning and their difficulties. I think this is very important because it allowed to do improvements. I think this is crucial for my professional development Reflecting concern their practice According to this teacher, she learned to reflect about their own practice and this is very important for her professional development Phase 3

17. Conclusions They, in collaboration with researchers, interpreted the National Curriculum and incorporated new approaches into their teaching. They enjoyed the discussions, grew in their own knowledge about teaching and learning, and valued the opportunities for reflection. The study showed that teachers had learned about teaching science trough inquiry, researching while teaching, reflecting on their practice, taking responsibility about their own learning, understanding themselves as learners. Teachers had the opportunity to learn new ways of making instructional decisions.

18. Conclusions They went through several changes during the design and implementation process. These teachers seemed to value a more passive role for the teacher when they used inquiry activities in their classroom. According to them, during the inquiry activities, pupils plan experiences, work collaboratively, communicate with each other, defend them based on the evidence and draw conclusions.

19. Conclusions It is necessary to increase the collaborative work between researchers and schoolteachers, because each partner offers a unique set of knowledge and expertise that contributes successfully to the improvement of teachers’ practices.