PLANNING WITH PEER REVIEW

AN EXPERIENCE REPORT IN INITIAL TEACHER EDUCATION

Authors

DOI:

https://doi.org/10.21713/rbpg.v19i40.2078

Keywords:

Natural Sciences. Active methodologies. Didactic Planning

Abstract

The objective of the study is to describe and propose an intervention for the initial teacher education, through didactic planning (PD) with the application of the active methodology Peer Review. This article is an experience report on an extension course developed with 29 undergraduate students in ​​Natural Sciences and related areas. The course proposal consists of the elaboration of a PD with experimental activities and interdisciplinary and contextualized exercises, considering the conceptual, procedural, and attitudinal contents. Several interactive activities were developed using technological tools and resources, as well as teaching and learning strategies. It is concluded that there is a lack of courses and disciplines that prepare the teacher in initial training to work with PD, active methodologies, and educational digital technologies.

Author Biographies

Cíntia Moralles Camillo, Universidade Federal de Campo Grande

Doutora em Educação em Ciências pela Universidade Federal de Santa Maria (UFSM). Professora Tutora da Universidade Federal de Campo Grande (UFMS) – Campo Grande – MS.

Lenira Maria Nunes Sepel, Universidade Federal de Santa Maria

Doutora em Educação em Ciências pela Universidade Federal de Santa Maria (UFSM). Professora Adjunta da Universidade Federal de Santa Maria (UFSM) – Santa Maria – RS.

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Published

2024-12-12

How to Cite

CAMILLO, C. M.; SEPEL, L. M. N. PLANNING WITH PEER REVIEW: AN EXPERIENCE REPORT IN INITIAL TEACHER EDUCATION. Brazilian Journal of Graduate Studies, Brasília, DF, v. 19, n. 40, p. 1–21, 2024. DOI: 10.21713/rbpg.v19i40.2078. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/2078. Acesso em: 18 sep. 2026.

Issue

Vol. 19 No. 40 (2024): v. 19 n. 40 (2024)

Section

Experiences

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