Resumo

FERNANDES, Sandro Soares  e  VIANNA, Deise Miranda. Proenfis, the classroom, and physics teaching. Ciência educ. [online]. 2024, vol.30, e24042.  Epub 18-Out-2024. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320240042.

In this paper, we present an investigation of the impact of teachers’ participation in a research group on their classroom practice. We focus on physics education, inquiry activities, and science-technology-society (STS) approaches. Using qualitative research emphasizing thematic elements, we interviewed teachers to answer the question: Are there pedagogical and methodological changes in the teachers participating in the Proenfis research group that alter the teaching-learning process in their physics classes? The results show that the collaborative experience within the group promotes changes in pedagogical practice, and that educational research aligned with what happens in the classroom plays a fundamental role in the education of reflective teachers and the development of more critical students. This study contributes to the field of physics education by highlighting and emphasizing how inquiry-based learning and STS-focused approaches play a crucial role in this process.

Palavras-chave : Physics teaching; Teacher training; Research group; Teaching practice; STS approach.

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