Inquiry-based teaching

a reading through the 3x3 matrix and the strands of teacher learning

Abstract

In this article we present the results of a research that sought to
question some teachers in the initial years of Elementary School about what they
understood by inquiry-based teaching and how this inquiry-based teaching interfered
in their pedagogical practice for teaching science. We used two instruments for the
analysis of the data: Matrix 3x3 and the Strands of Teacher Learning (FAD).
Considering the procedures of the Content Analysis we arrive at several conclusions:
the highest concentrations of units of analysis are in the a priori categories for
research teaching – Student Engagement (26.7%) and Information Search by
Students (43.3%); the relationships outstanding for such categories were eminently
epistemic; with regard to the strands, two of them predominated: Practical knowledge
of teaching and Reflection on teaching.