**4.1. Research questions**

Research questions made by student-teachers as a starting point for their research were presented in the introduction chapter of their report, while the research methods and procedures were presented on the chapter IV, concerning the methodology. The research questions are answered when student-teachers implement their didactic proposal. Answers were presented on chapter III of their report, where they scientifically support their didactic proposal and students' tasks and assessment.

Most research questions are related to students' difficulties (84% of the research questions raised by the student-teachers). In addition, 48% of the research developed by the student- teachers aimed at identifying what students learned by being involved in the didactic proposal (e.g., specific scientific concepts—10% of the research questions, or specific competencies—10% of the research questions) and 19% of the researches focused on the potentialities of specific strategies for facilitating students' learning. In addition, most student-teachers (84%) asked their students to evaluate the didactic proposals (**Table 1**).

One of the student-teacher started with the question: "How does using a story for presenting a problem facilitate students learning of scientific concepts?" In order to answer this question, all


**Table 1.** Student-teachers' research questions.

the tasks proposed by this particular student involved reading—they all started with reading a story as a way to engage students with the topic studied. The topic studied was the sound and high and low pitches. After using the stories for engaging students with the topic, and according to the 5 E's model [34], students were then required to distinguish high from low pitches, based on daily sounds and objects.

This research question illustrates a focus on concept learning. Other students reveal similar, though more undefined, interests, such as learning in general. These students wonder how learning can be facilitated using specific teaching strategies. For instance, one student-teacher used a cartoon for engaging students with the task. This cartoon is about a young man who is playing piano and then starts wondering about the different sound produced by the instrument. This student-teacher asked his students to identify the characteristics of the sounds, by selecting a musical instrument that was constructed on the first lesson. Then, they had to design a plan in order to characterize the sound produced by the instrument.

Both didactic proposals have the same goal: to facilitate students learning considering the properties of the sound and to distinguish high and low pitches. Although they have the same didactic focus—concept learning, they started with differing research questions: one wanted to know how involving students in reading activities could facilitate concept learning and the other one, how engaging students by using cartoons would facilitate their involvement with the activities and then students concept learning.

Other student-teachers researched more specific issues, such as the potential associated to the use of wikis or to STS-E tasks. Two student-teachers aimed at identifying the potential that students attribute to learning through using wikis in the classroom. One of this studentteacher used a wiki with ninth-grade students for teaching Periodical Table of Elements, while the other student-teachers used a wiki for teaching a didactic sequence of Physics to 10th grade students. Students from 9th and 10th grades evaluated wikis very positively, identifying some shared positive elements; but also differing in some other issues. For instance, 9th grade students mention that wiki facilitated their learning as they were required to assume a more positive stance toward science classes and increased their motivation for science learning. As students state, they had to ask questions, to do internet search, to organize collected information, to collaborate with peers, and to report by writing. Another mentioned positive issue was improving their competencies and knowledge regarding ICT and group work. Tenth-grade students pointed: easy use, facility of accessing its contents from wherever and whenever, the possibility to upload interesting texts, videos, and/or links and relevant internet pages. Sharing information with peers was seen as very important as they were able to learn from their peers' questions and doubts. Another interesting mentioned point was the fact that as work is registered in the wiki, it is easy for them to monitor work progress and improvement, and also their own learning.

Other students who have also used wikis mention that it is a very important tool for communicating, easily and fast, with the teacher when they have difficulties or any doubt. Studentteachers who have used this resource do share the same perspective. All of them recognized that this type of resources facilitates collaboration with their students and monitoring of students' progress and so it facilitates students' learning.
