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This research is a continuing education course for teachers who teach science in the elementary school. The proposal is based on investigative practices using WebQuest, especially within the scope of the hydrological cycle content. We aim to investigate how this proposal contributes to new ways of thinking and acting in science education for the first school years. Guided by the tripod: Investigative Practice, Investigative Experiment and Digital Technology, training design seeks to overcome science teaching practices based solely on textbooks, with passive and reproductive student activities. For this, we took on qualitative research, in the narrative modality, evidencing reports from three participating teachers, registered through: semi-structured interview and audio recording of the formative meetings. We use Discursive Text Analysis as an analytical methodology. The results reveal, among other aspects, that teachers start to consider that the use of WebQuest in class creates possibilities to expand and integrate the dynamics of teaching and learning science, as it provides interdisciplinarity and articulation between the varied tasks available on WebQuest. In addition, training proposals that favor the use of digital technologies gradually allow the teacher to move from limited use to the practice of potential use of digital technologies in teaching situations.

WebQuest en clases de Ciencias: Propuesta de formación docente para pensar y actuar en los primeros años escolares