Interdisciplinary Practices in Science Education: Research Results in a Formative Experience

The article presents the results of the research project “Fundaj Goes to School: Education and S&T in the Pandemic – Rescuing and Rethinking the Importance of Scientific Dissemination and Initiatives”, which brings together extension and research actions aimed at teacher training in Science Education. The experience analyzed refers to the workshop “Interdisciplinary Experimentation in the Classroom among Chemistry, Physics, Biology, and Mathematics”, held during the 77th Annual Meeting of the Brazilian Society for the Advancement of Science (SBPC). The objective was to enhance teachers’ theoretical and practical training through interdisciplinary experiments that connect scientific and pedagogical knowledge. Using low-cost kits, non-toxic materials, and digital resources, the initiative sought to promote innovative, inclusive, and sustainable practices. The research, based on the action research methodology, used online questionnaires for data collection, analyzed both qualitatively and quantitatively. The responses revealed categories such as infrastructure, remote teaching, teacher training, and interdisciplinarity. The results highlight the need for more contextualized continuing education policies and encouragement of inter- and transdisciplinary practices that make Science teaching more dynamic and accessible. It is also concluded that collaborative experiences such as this one aligned with sustainable development strengthen scientific education.