Experimental Practices in Science Education: Structural Conditions of Schools and Teachers’ Perceptions in the Municipality of Farroupilha
Science education; Teaching work; School infrastructure; Continuing professional development.
The study investigates the relationship between the structural conditions of public schools and the implementation of experimental practices in science education, based on the perceptions of lower secondary science teachers in the municipality of Farroupilha (RS), Brazil. Grounded in the principles of Scientific Literacy and Inquiry-Based Science Education, the research assumes that experimental practices constitute a central element in the development of investigative thinking, autonomy, and students’ critical formation. However, their implementation in everyday school settings depends on factors such as infrastructure, teacher education, and working conditions. Methodologically, the study adopts a mixed-methods approach. Initially, data from the School Census and official educational indicators are analyzed to characterize the structural context of schools in the municipality. Subsequently, teachers’ perceptions will be collected through a structured questionnaire, and the data will be analyzed in light of the theoretical framework on teaching work and inquiry-based science education. The study seeks to understand the challenges and potential associated with the implementation of experimental practices and, as an outcome, to develop an Inquiry-Based Teaching Sequence as an educational product, contributing to the improvement of pedagogical practices and teacher education in science teaching.