Digital technologies and collaborative activities for science teaching in the upper secondary school: a qualitative study on teacher’s perspective

Currently science teaching is facing a challenging moment, in which the main literature evidence claims the need for student-centered approaches, giving more emphasis on the active role of students in knowledge co-construction and on experience with real life problems. This qualitative research describes the design and implementation of the educational scenario on chemistry learning in a secondary upper school, analysing the perception of teachers reported in the reflective diary and in the interview. The results reported positive perception of teachers of educational activities carried out that produce benefits on students learning and teacher’s competence. The approach presented seems to have potential for improving science learning and further studies are needed to understand its effect in different contexts and with different science topics.