ExperimentaQuímica : Evaluating an Experimental Continuing Professional Development Program for Primary Chemistry Teaching

Abstract

This study examined the impact of the ExperimentaQuímica program on the teaching of chemistry in Portuguese primary education, designed as a continuing professional development initiative centered on experimental methodologies and individualized support. The aim was to understand the extent to which participation in the program fostered changes in teachers’ perceptions, pedagogical practices, and motivation, as well as to identify the design features that supported these transformations. A mixed-methods approach was adopted, involving 16 female teachers at this educational level. Data collection included pre- and post-test questionnaires and semistructured interviews, analyzed through descriptive and inferential statistics and qualitative content analysis using a hybrid deductive–inductive coding strategy. The results revealed significant changes in perceptions of experimental teaching, positive emotions associated with chemistry teaching, the perceived importance of instructional resources and institutional support, and teachers’ self-perceived preparation for chemistry teaching, as well as an increase in enthusiasm for teaching chemistry. Quantitative findings also indicated reduced agreement with traditional gender-related stereotypes associated with chemistry teaching. The interviews confirmed these trends, highlighting improvements in classroom practices, greater teacher motivation, and positive effects on pupils, notably in increased curiosity and engagement. The design of the program proved decisive, with particular emphasis on the value of individualized support and the provision of tailored laboratory kits. Despite limitations related to sample size and intervention duration, the study suggests the potential of continuing professional development initiatives that integrate experimental practices and personalized support. These findings offer relevant contributions to the promotion of early chemistry education and to the international debate on teacher education and scientific literacy.