IE - GIDC - Capítulos de Livros
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- Science curriculum in Portugal: From the development to the evaluation of students’ competencesPublication . Galvão, Cecília; Reis, Pedro; Freire, Ana; Oliveira, Teresa
- Basil Bernstein as an inspiration for educational research: Specific methodological approachesPublication . Morais, Ana; Neves, Isabel P.The article is focused on the research that has been developed by the ESSA Group (Sociological Studies of the Classroom) and which is fundamentally based on Bernstein’s theory of pedagogic discourse. It presents the theoretical assumptions and the methodological procedures that have guided the conception of the models and instruments of analysis and the steps followed in their construction. Aspects related to validity and reliability criteria are also referred. It is clarified the epistemological positioning of the research, while discussing the extent to which that research departs from the dichotomy between naturalistic and rationalist approaches and reflects an option that rejects the strongly contextualised and idiosyncratic character of qualitative methodologies, guided by postmodernist perspectives in educational research. It is also discussed the extent to which the fundamentally rationalist positioning that has been adopted, has not coincided with an experimental design or a quantitative data analysis. The article intends to provide a basis for reflection of the potentialities and limitations of the mixed research methodology that has guided the empirical work carried out by the ESSA Group and, as a consequence, of the objectivity value of the results that have been suggested by the application of the instruments.
- Educational texts and contexts that work: Discussing the optimization of a model of pedagogic practicePublication . Morais, Ana; Neves, Isabel P.This study starts from research that intended to find out answers to the major problem of improving the learning of students, especially the disadvantaged, without decreasing the level of conceptual demand. The research has been focused on family’s and school’s learning contexts, teachers’ education contexts and also on the contexts of syllabuses’ and textbooks’ construction. Various models have been constructed to direct the research and to analyse the results. Along the whole process of research, a model that conceptualises a school pedagogic practice that seems to have the potential to lead children to success at school was achieved, narrowing the gap between children from differentiated social backgrounds. Bernstein’s theory of pedagogic discourse has provided the main theoretical framework to the studies. This paper intends to: (a) present the model and describe its characteristics; (b) present the model at work; (c) explain how the model can be extended to the contexts of teacher education and curricula and syllabuses construction; and (d) discuss the optimization of the model in order that a more precise model will be tested in future research.
- Ligação escola-universidade: uma experiência de colaboração promotora do desenvolvimento profissional de professoresPublication . Reis, Pedro; Faria, Cláudia; Galvão, Cecília; Freire, SofiaFace às características das sociedades actuais, urge desenvolver currículos de ciências, enfatizando a relevância do conhecimento para as questões do dia-a-dia e fomentando a consciência das interacções entre ciência, tecnologia e sociedade. Tendo em conta este contexto, e a necessidade de aumentar o interesse dos alunos pelas disciplinas de ciências, o PARSEL (Popularity and Relevance of Science Education for Scientific Literacy) teve como principais objectivos desenvolver um conjunto de materiais curriculares (módulos) relevantes e populares entre os alunos e facilitar o desenvolvimento profissional de oito professores. O objectivo do presente artigo é identificar que factores facilitaram o seu desenvolvimento profissional. Foram recolhidos dados (através de entrevistas e documentos escritos) sobre as concepções acerca da educação em ciências, atitudes em relação ao projecto PARSEL, expectativas e apreciação global sobre os módulos e o modo como foram apropriados. Os resultados sugerem como factores importantes a ligação escola universidade, a possibilidade dos módulos serem utilizados em classes regulares e o seu grau de abertura.
- O impacto do programa Kidsmart na integração das tecnologias de informação e comunicação num jardim-de-infância da Grande LisboaPublication . Alves, Madalena; Reis, PedroNeste artigo apresenta-se um estudo de caso centrado num Jardim-de-Infância dos arredores de Lisboa envolvido no Programa KidSmart. Este estudo de caso insere-se numa investigação nacional, muito mais alargada, destinada a avaliar a concretização dos objectivos desse Programa. A partir da análise deste caso concreto, pretendem-se analisar potencialidades e limitações da implementação do Programa KidSmart e da integração das Tecnologias de Informação e Comunicação num Jardim-de-Infância. Com base na observação deste contexto educativo e na realização de entrevistas semi-estruturadas, analisam-se a organização do ambiente educativo, o papel das TIC no Jardim de Infância e as perspectivas da educadora, das crianças e dos pais relativamente ao Programa. Constatou-se que a participação no Programa KidSmart teve impactos bastante positivos, nomeadamente, no desenvolvimento profissional da educadora, na organização do trabalho com as crianças e na promoção de competências colaborativas nas crianças.
- Uma proposta de organização, gestão e avaliação do trabalho em grupo no âmbito de aulas de ciênciasPublication . Reis, PedroEste exemplo de atividade constitui um contexto e um pretexto para a discussão de propostas para uma melhor organização, gestão e avaliação do trabalho em grupo. Depois da apresentação integral da atividade, discutem-se as diferentes opções que estiveram na base da sua concepção. Desta forma, pretendem-se auxiliar os professores a desenvolverem o conhecimento profissional necessário à superação de vários problemas frequentemente associados a esta metodologia.
- A discussão de controvérsias sócio-científicas a partir de documentários em vídeoPublication . Linhares, Elisabete; Reis, PedroApresentam-se os resultados de uma investigação qualitativa, realizada com alunos do Ensino Superior, que pretendeu estudar as potencialidades educativas da discussão de controvérsias sócio-científicas baseada em documentários em vídeo. Os vídeos revelaram-se eficazes na motivação dos participantes e no acesso à informação, favorecendo a compreensão do tema em causa.
- Promoting Students’ Collective Socio-scientific Activism: Teachers’ PerspectivesPublication . Reis, PedroThis chapter describes analyses for the ‘We Act’ project, which is intended to foster development, implementation and study of materials and meth- odologies aimed at supporting teachers and students in taking informed and nego- tiated actions to address social and environmental issues associated with the fields of science and technology. This project combines development, action and research components and crosses three different areas: (1) the promotion of an active inquiry-based learning regarding real-life controversies associated with science and technology; (2) the stimulation of students’ participation in collective demo- cratic problem-solving action; and (3) the support of the first two areas with art initiatives and uses of Web 2.0 tools. Through a qualitative approach, this chapter discusses teachers’ motivations for participating in such a project and also difficul- ties they identify in their students’ enrolment in activism on social and environ- mental issues associated with science and technology. The data obtained through an online questionnaire and semi-structured interviews involving all the teachers in the project were submitted to content analysis. Teachers’ participation in the project is mainly motivated by a strong willingness to find ways to: (a) change what they consider to be students’ apathy concerning school science activities; and (b) empower them for democratic problem-solving action regarding social and environmental problems affecting society. Through the involvement in the project and actions implemented by their students, they began: (a) considering research- informed action as a major aspect of scientific literacy; and (b) recognizing students as important agents of change (capable of implementing, with success, impacting actions on their families and groups of friends) and, consequently, as ‘citizens’ (as opposed to ‘future citizens’). However, they face important obstacles in the implementation of these collective actions; namely, time restrictions imposed by overcrowded curricula and difficulties in finding the ‘proper’ controversial topics capable of overcoming student apathy.
- Teachers’ Beliefs, Classroom Practices and Professional Development Towards Socio- scientific IssuesPublication . Albe, Virginie; Barrué, Catherine; Bencze, Larry; Byhring, Anne Kristine; Carter, Lyn; Grace, Marcus; Knain, Erik; Kolstø, Dankert; Reis, Pedro; Sperling, ErinDuring the recent past, efforts have been devoted in several countries to introduce socio-scientifi c issues (SSIs) in science curricula in an attempt to democratize science in society and promote scientifi c literacy for all: global climate change and energy systems, genetically modified food, nanotechnologies, gene therapy, pharmaceuticals, etc. Associated with such concerns are debates, for example, about regulation of corporate actions. The educational aim is to prepare students for active participation in society. Empirical research has been performed on pupils’ and students’ reasoning, concept learning, argumentation processes and decision making (for literature review, see Sadler 2004 , 2009 ). The design and analysis of teaching sequences and to a lesser extent the intentions of science teachers for teaching such socio-scientifi c controversies have also been under investigation (Lee et al. 2006 ; Sadler et al. 2006 ). As they have an essential role in supporting the development of young people’s ability to engage with such issues, science teachers’ viewpoints and teaching practices on SSIs also need to be investigated. A key agent of any reform is likely to be the teacher, whose instruction may be infl fenced by her/his general perspectives and awareness of fruitful teaching strategies. Helms ( 1998 ) has noted, for instance, that teachers tend to emphasise teaching and learning of ‘content’ (e.g. laws and theories) because science ‘subject matter’ tends to be highly integrated into their professional identities. Consequently, they may not have strong identities with SSI activities to support citizenship education and research informed activism.