Exploring Rocks and Minerals: An Experience of Integrated Educational Approach

In-Service Teacher Education Program through an Educational Design Research Approach in the Framework of the 2030 Agenda

“…The analysis of the in-service teachers' answers to the ISTEP assessment instruments and the reflections they shared show that participants highlighted as positive aspects for their professional development the fact that the program: (i) stimulated innovation within the syllabus of each subject; (ii) covered the three BECs attended by teachers from different schooling grades, from the 1st to the 9th grades; (iii) allowed the sharing of sensitivities and knowledge among the participants; and (iv) reinforced self-confidence in exploring topics related to Geosciences, an area for which some in-service teachers initially recognized the need to improve their scientific and didactic knowledge. These results are in line with the results of similar studies, where the in-service teachers recognized that they acquired skills that they did not have or that were not sufficiently developed [22,48].…”

“…As a result of the ISTEP, all co-constructed resources were organized, creating an e-book with the didactic sequence on the theme "Soils" throughout the BE, which reinforces the role of research in the design and validation of didactic resources to support teaching and learning for SD [22]. Table 4 presents the proposals developed by the in-service teachers and the trainer-researcher by schooling grades, as well as the topics covered in each grade.…”

“…2 months Organization of the plannings for sharing with in-service teachers [42] and, if possible, dissemination for use by other teachers (for example, creating an e-book). The importance of ISTEP is fully recognized, as these programs allow in-service teachers to consolidate knowledge of disciplinary and didactic content on the selected topic, and to support its proper implementation with students [22]. The ISTEP in Geosciences are fundamental to face many of the current environmental challenges, since most geologists are far from environmental concerns for which their knowledge can be decisive [47], and the public perception of their role to promote sustainability is also quite unknown [46].…”

“…In addition, the development of quality educational resources to assist teachers in the implementation of ESD also seems to be of major relevance. For this, the integrated development of didactic resources suitable for the promotion of SD is also required, as well as continuing education programs corresponding to the needs and expectations of teachers [22] and reoriented towards SDGs [21,23].…”

Ensino de Geociências e desenvolvimento sustentável: concepção e validação de questionários

“…Para que seja profícua, defende-se que a formação contínua deve responder às necessidades e expectativas dos professores, sendo assim fundamental partir-se destas quando se desenham programas de formação contínua (Rodrigues, João, & Martins, 2016;Rodrigues, 2011).…”