**4.2. Didactic proposal**

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,

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

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

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

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 stu-

design a plan in order to characterize the sound produced by the instrument.

based on daily sounds and objects.

46 Science Education - Research and New Technologies

the activities and then students concept learning.

improvement, and also their own learning.

dents' progress and so it facilitates students' learning.

Didactic proposals were analyzed considering chosen curricular theme, grade level taught, duration of the intervention, tasks presented to the students. Didactic proposals concerned themes from Physics as well as themes from Chemistry. All the interventions have to be put into action from January to May, depending on the schools and school teachers, and aligned with school calendar. So student-teachers are constrained to choose one of the thematic that will hold during a specific period of the school calendar. Also, the proposals were put into action to students varying from 7th grade to 12th grade (**Table 2**).

As proposals are aligned with the Portuguese Physics and Chemistry curriculum, there are some constrains of the themes chosen by the student-teachers. As such, most didactic proposals for seventh grade involve the themes: materials, energy and earth planet—solar system. In what concerns 8th grade, didactic proposals focus on the sound (Physics) and chemical reactions (Chemistry). On ninth grade, didactic proposals involved Periodical Table of Elements (Chemistry) and electric chain and electric circuits (Physics). As all student-teachers taught a class of Physics in 10th and 12th grades, all the didactic proposals focused on Physics. And as all student-teachers taught a class of Chemistry in 11th grade, all of the proposals focused on Chemistry.

Duration of each intervention varied from 450 min (i.e., 10 lessons of 45 min each) to 945 min (i.e., 21 lessons of 45 min). This difference in the duration of the intervention is mainly related to the curricular theme chosen as well as the period of the school calendar when it was implemented.

About 65% of the student-teachers used investigative tasks, according the 5 E's model. According to Bybee et al., investigative tasks allow students to experience learning situations that facilitate questioning, argumentation, and knowledge construction. This model proposes five stages for developing the tasks: engagement, exploration, explanation, elaboration and evaluation [34].

One of the tasks proposed by a student-teacher aimed at studying the characteristics of the sound, by starting with the presentation of a cartoon and some initial questions. Then, students were required to plan a research in order to study sound and high and low pitches, to


**Table 2.** Interventions by school subject and school grade.

make and to report observations and to draw conclusions. Afterwards, students were challenged to develop the initial cartoon. Finally, students had to reflect on the task, stating what they have learnt by being involved in the task, the difficulties they faced, the process of group work and what they liked the most.

Another student-teacher presented a problematic question: students were challenged to choose a detergent for a washing machine in a situation where the public water has a high value of pH. In order to answer this question, students in group had to analyze the label of different detergents and to make some questions. Students found the answers for these questions by reading a text provided by the student-teacher. Afterwards, each group presented its ideas to the other groups. In the second part of the task, students had to plan a laboratory activity with the goal to compare hardness of samples of different waters. They then enacted their plan and shared their conclusions with the class. Finally, students were directed to explore a site with information about care of washing machines. The tasks ended up by challenging students to reflect, individually and written, about what they have learnt, their difficulties and the interest they had in the task.

About 16% of student-teachers mentioned solving problems as a teaching strategy. All of these student-teachers started from a problem which solution could only be found after students were involved in a laboratory activity. In general, students involved in the problem resolution task were required to search for specific information either in text books or via the internet, to get involved in group discussion, to prepare replies and presentations to colleagues with debate involving the whole class.

Reading texts is one more teaching strategy, which was used by 16% of the student-teachers; generally, this teaching strategy was used with secondary school students (10th, 11th and 12th grades). In some learning tasks, reading texts is used within a STS-E approach. In all the learning situations, students were required to read alone in order to answer a set of questions; reading was followed by a discussion in small group and exposure of the group ideas to the whole class. In some of the learning tasks, students were required to write questions about the text and then to search for an answer either by reading their text books or searching in the internet.

About 54% of student-teachers used questioning and debates as teaching strategies, mostly used with secondary school students. Student-teachers questioned their students during the lesson, after exposing the theme or after students concluding a learning task.

Lab work was used by 39% of student-teachers, mostly with secondary grade students and in lab-classes. Some of the student-teachers used tasks as proposed in the textbook, which had some investigative characteristics but did not follow 5 Es' model.

Only 9% of the student-teacher used visualizations in their classes. One of the student-teacher started the lesson about the "Role of fossil fuels in World's Development", by asking the students the watch a set of videos available on YouTube ©. After this initial moment, students were then asked to make a list of all the topics and to write down relevant information. Students then had to choose one role and to pretend that they would have to present their position in the Parliament about Exploration of fuel in Alentejo's cost. So watching a video was a starting point for involving students in a role-playing activity.

Finally, many student-teachers (39%) used distinct ICT tools for implementing different proposals, such as YouTube, wikis, internet for searching information or for presenting simulations, *Popplet* platform. These tools were used with students from all grades. In particular, wikis were used as a resource for helping students in the construction of a research plan: Students were challenged to share their plan, how they would put it into action, the observations made and the conclusions reached. All groups were urged to compare their results with the results of other groups.

#### **4.3. Methods and procedures**

make and to report observations and to draw conclusions. Afterwards, students were challenged to develop the initial cartoon. Finally, students had to reflect on the task, stating what they have learnt by being involved in the task, the difficulties they faced, the process of group

Another student-teacher presented a problematic question: students were challenged to choose a detergent for a washing machine in a situation where the public water has a high value of pH. In order to answer this question, students in group had to analyze the label of different detergents and to make some questions. Students found the answers for these questions by reading a text provided by the student-teacher. Afterwards, each group presented its ideas to the other groups. In the second part of the task, students had to plan a laboratory activity with the goal to compare hardness of samples of different waters. They then enacted their plan and shared their conclusions with the class. Finally, students were directed to explore a site with information about care of washing machines. The tasks ended up by challenging students to reflect, individually and written, about what they have learnt, their

About 16% of student-teachers mentioned solving problems as a teaching strategy. All of these student-teachers started from a problem which solution could only be found after students were involved in a laboratory activity. In general, students involved in the problem resolution task were required to search for specific information either in text books or via the internet, to get involved in group discussion, to prepare replies and presentations to col-

Reading texts is one more teaching strategy, which was used by 16% of the student-teachers; generally, this teaching strategy was used with secondary school students (10th, 11th and 12th grades). In some learning tasks, reading texts is used within a STS-E approach. In all the learning situations, students were required to read alone in order to answer a set of questions; reading was followed by a discussion in small group and exposure of the group ideas to the whole class. In some of the learning tasks, students were required to write questions about the text and then to search for an answer either by reading their text books or searching in the

About 54% of student-teachers used questioning and debates as teaching strategies, mostly used with secondary school students. Student-teachers questioned their students during the

Lab work was used by 39% of student-teachers, mostly with secondary grade students and in lab-classes. Some of the student-teachers used tasks as proposed in the textbook, which had

Only 9% of the student-teacher used visualizations in their classes. One of the student-teacher started the lesson about the "Role of fossil fuels in World's Development", by asking the students the watch a set of videos available on YouTube ©. After this initial moment, students were then asked to make a list of all the topics and to write down relevant information. Students then had to choose one role and to pretend that they would have to present their

lesson, after exposing the theme or after students concluding a learning task.

some investigative characteristics but did not follow 5 Es' model.

work and what they liked the most.

48 Science Education - Research and New Technologies

difficulties and the interest they had in the task.

leagues with debate involving the whole class.

internet.

Developing research competencies is a central goal of the ITT. Indeed, it is intended that the student-teachers will develop this type of competencies, so that when they become teachers, they will keep on researching their own practices, in a systematic and rigorous way. Thus, it is important to describe the kind of methods and procedures that the student-teachers used for collecting and analyzing data concerning the implementation of didactic proposal (**Table 3**). All the student-teachers used participant observation and document analysis of documents produced by the students during the didactic sequence. Only one of the studentteachers did not carry on focus group interview for collecting students' evaluation of the didactic proposal; instead, this student-teacher has used written responses from the students. Audio record of the lessons was used by 29% of the student-teachers, who placed an audio recorder in each of the working groups, while they were working on the assigned tasks.

Two of the student-teachers also videotaped their own lessons besides using students' documents and focus group interviews. Pre- and post-questionnaire was applied by 21% of the student-teachers, before and after their didactic intervention.

All data collected by means of interviews, and audio and video records were totally transcribed for content analysis.


**Table 3.** Methods and procedures.

#### **4.4. Professional learning**

The written reports end up with student-teachers' reflections about their own learning during the process of designing and the implementation of the didactic proposal and from the discussions held both with the school teacher and the educational researcher. Student-teachers assigned great importance to the moments of reflection and to the possibility of researching their own practice. They considered that all the process was very important for learning about teaching. Mainly mentioned issues were: students' learning, designing learning tasks, classroom management and teacher's role.

Student-teachers considered that their involvement with this educational program contributed to change how they understand the role of teacher: from a perspective of teacher as a transmitter of knowledge to a perspective of teacher as guiding students' learning. For instance, one of the student-teachers wrote in the report:

"Research on my own practice contributed to develop a critical and reflective attitude about my own performance as a teacher and also to develop specific research tools, which will be useful when in the future I come across problems. On that time, I will be able to design a research and to find out solutions which are sourced on evidences" (Studentteacher 1).

Another student-teacher focused on classroom management, stating that he acquired a better understanding of the dynamics of the classroom which will allow him to improve students' engagement with the learning tasks and a better management of classroom discussions in order to take up the maximum of each individual contribution.

Another important issue mentioned by most of the student-teachers was that they learnt how to design and put into action investigative tasks. In addition, they recognized that these types of tasks create engaging learning contexts; also by being involved in these types of tasks, students are required to engage actively with learning, which is beneficial for their learning. Nevertheless, designing as well as implementing, this type of learning tasks was not difficultfree. For instance, one of the student-teacher mentioned that:

"Initially, I had difficulties in managing class behavior and time. Indeed, in the first classes, challenged by the nature of the task, students constantly cried for my help. As the class had so many students, I had a hard time in helping all the students simultaneously" (Studentteacher 15).

The difficulty that student-teachers experienced in the management of students' behavior led them to test different strategies and roles within the classroom, which reflects professional learning (**Table 4**).

Finally, student-teachers mentioned also the opportunity that they were been provided for improving and developing scientific and didactic knowledge.


**Table 4.** Professional learning.

**4.4. Professional learning**

teacher 1).

teacher 15).

learning (**Table 4**).

room management and teacher's role.

50 Science Education - Research and New Technologies

instance, one of the student-teachers wrote in the report:

order to take up the maximum of each individual contribution.

free. For instance, one of the student-teacher mentioned that:

improving and developing scientific and didactic knowledge.

The written reports end up with student-teachers' reflections about their own learning during the process of designing and the implementation of the didactic proposal and from the discussions held both with the school teacher and the educational researcher. Student-teachers assigned great importance to the moments of reflection and to the possibility of researching their own practice. They considered that all the process was very important for learning about teaching. Mainly mentioned issues were: students' learning, designing learning tasks, class-

Student-teachers considered that their involvement with this educational program contributed to change how they understand the role of teacher: from a perspective of teacher as a transmitter of knowledge to a perspective of teacher as guiding students' learning. For

"Research on my own practice contributed to develop a critical and reflective attitude about my own performance as a teacher and also to develop specific research tools, which will be useful when in the future I come across problems. On that time, I will be able to design a research and to find out solutions which are sourced on evidences" (Student-

Another student-teacher focused on classroom management, stating that he acquired a better understanding of the dynamics of the classroom which will allow him to improve students' engagement with the learning tasks and a better management of classroom discussions in

Another important issue mentioned by most of the student-teachers was that they learnt how to design and put into action investigative tasks. In addition, they recognized that these types of tasks create engaging learning contexts; also by being involved in these types of tasks, students are required to engage actively with learning, which is beneficial for their learning. Nevertheless, designing as well as implementing, this type of learning tasks was not difficult-

"Initially, I had difficulties in managing class behavior and time. Indeed, in the first classes, challenged by the nature of the task, students constantly cried for my help. As the class had so many students, I had a hard time in helping all the students simultaneously" (Student-

The difficulty that student-teachers experienced in the management of students' behavior led them to test different strategies and roles within the classroom, which reflects professional

Finally, student-teachers mentioned also the opportunity that they were been provided for
