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Among the many and well-known problems related to science education, the poor preparation of teaching plannings make these problems worse. Most in-service teachers have difficulties to understand the necessity of the planning process, and to bring it to reality. In general, teachers reject planning, for they consider it only as an imposition of the school ́s bureaucratic structure. The aim of this research was to investigate the conceptions on planning and the elaboration of course plans of seven Chemistry teachers working in public schools from the state of São Paulo, and which took part in the Virtual Didactic Laboratory Project (LabVirt) developed by the “Escola do Futuro” of the University of São Paulo. Another aim was to investigate the effects of an in-service teacher education action designed to promote significative changes in the elaboration of course plans, which should focus not only contents, but also objectives, methods, resources and assessment. Data of this research consisted in answers to questionnaires, interviews and plannings which were collected before and after the LabVirt activities. Data were organized in cognitive maps, which allowed an idiossincratic view the participants. The results suggested that the teachers understand the planning process as necessary to organize the conceptual contents that will be taught during the year. Their annual plannings follow the established pattern in most schools, and do not properly reflects the teachers ́ practices. The activities developed in the LabVirt project brought few contributions to the modification of course plans, since the plans elaborated after the project activities were practically the same those made before them. However, most teachers recognized the importance of a well-elaborated class plan. The importance of planning to their everyday practice seemed to have been assimilated by the teachers. Key-words: chemical education, planning, in-service teacher education

Planejamento e plano de Ensino de Química para o Ensino Médio: concepções e práticas de professores em formação contínua