Inquiry-based learning learnig teaching as a basis for building research projects in science education and human rights: an experience from in-service teacher training course
Résumé
The challenges of the contemporary world require a science teaching engaged in a critical, socially engaged, and human rights linked pedagogy in the classroom. This teaching-learning process involves, first of all, the training of teachers. Thus, themes that involve scientific investigation, critical perspective, and human rights should be made opportune in the professional training processes of teachers. Here, our goal was to show the characterization of a discipline in the Master's program at the UBO, city of Brest, France. The results of our analysis show that the participants engaged, in a collective way, with important human rights themes in the construction of practical research projects using different levels of inquiry-based learning teaching sequences as methodological tools for elementary school students. In conclusion, this experience suggests a proposal for training and accountability of future teachers with science and human rights.
