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This research aimed to identify the conceptions and practices held by primary teachers about science teaching and to promote reflections on such teaching. The Process of Oriented Reflection, a strategy for professional development, was based on teaching practice issues. The research questions were: How the primary teachers conceive, reflect, plan and carry out the teaching of science? How they reflect and plan science teaching taking into account the Process of Oriented Reflection? Questionnaires, interviews and video recordings of meetings and classroom lessons provided data. These plans were analyzed according to an investigative level. The sequences were discussed, modifications have been proposed, and the sequences were applied to their pupils. Livia was able to encourage the participation of students, by the proposition of a problem. In Roberta classes there were activities that favored the participation of students. The guided reflection process was an effective strategy for the professional development. X Encontro Nacional de Pesquisa em Educação em Ciências – X ENPEC Águas de Lindóia, SP – 24 a 27 de Novembro de 2015 Formação de Professores de Ciências 2

Processo de reflexão orientada na formação de professores dos anos iniciais: concepções e práticas sobre o ensino de ciências