Abstract

This research emphasize the importance of science and science education as pillars of development and social progress. A case study of three science teachers, evaluated as outstanding by the Inquiry-based Science Teaching Program, aimed to respond the question: What characterizes good pedagogical practices in science education? Based on a qualitative approach and techniques, such as classroom observation and in-depth interviews, results show a characterization of the pedagogical practices carried out by teachers, highlighting both their practical and reflective dimensions.