THE SCIENCE MUSEUM AS AN INTEGRATIVE STRATEGY: EXPERIMENTAL PRACTICES AND INITIAL TEACHER TRAINING IN PIBID

Abstract

This article presents an experience report on the actions developed within the scope of the Institutional Teaching Initiation Scholarship Program (PIBID), linked to the Interdisciplinary Subproject of Chemistry and Physics of the Distance Education Center (NEaD) at the Federal Rural University of the Semi-Arid (UFERSA), Pau dos Ferros campus, RN. The intervention was carried out at the Dr. José Fernandes de Melo Full-Time State School during the year 2025, involving 470 high school students. The proposal was grounded in the principles of teaching through experimentation, Project-Based Learning (PBL), and interdisciplinarity, aligned with the National Common Curricular Base (BNCC). The culminating point of the activities was the implementation of the "III Scientific Museum" project, in which students researched the background of historical scientists and presented hands-on experiments using low-cost materials. To evaluate the pedagogical impacts, a mixed-methods approach (qualitative and quantitative) was adopted through the application of forms and the collection of testimonials from both basic education students and PIBID pre-service teachers. The results demonstrated that the action increased student engagement, promoted meaningful learning of complex Chemistry and Physics concepts, and strengthened socio-emotional skills such as public speaking and teamwork. Simultaneously, the immersion in the public school environment proved to be transformative for the initial training of future educators, consolidating the integration between university and school in building a reflective and investigative teaching practice.