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Social class, pedagogic practice and achievement in science : a study of secondary schools in Portugal
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Orientador(es)
Resumo(s)
The thesis is concerned to investigate differential
patterns of achievement in the sciences in middl e and upper
sections of eight Portuguese secondary schools selected
according to location (city, country) and social class
composition of pupils. The total sample of pupils is 1300.
Achievement is measured by the scores obtained over a period
of one year in science tests created .and given by the eleven
teachers of the classes of the pupils. These tests are
obliged by the Government to measure achievement in two ways.
Firstly by questions testing the pupil' s understanding of
basic definitions and factual knowledge (A competencies) and
secondly by questions testing pupil's powers to apply and
generalis e scientific knowledge to a range of problems (U
competencies). The thesis presents an analysis of the
teacher's competence in distinguishing between these two
types of competencies and an analysis of the pedagogic classroom competence of the teachers in transmitting the required
skills. The results show that the effectiveness of the
pedagogic practice of the teachers is related to the social
class background of the pupils. Analysis of the pupils'
scores (A and U) reveals a strong relation with social
class and within social class to the gender of the pupil.
These relations are especially strong in the cas e of U
competencies. A more delicate analysis was undertaken to
examine the inter-relations between teacher's pedagogic
practice, location of school, social composition of school's
pupils and gender in order to isolate the conditions under
which the school exerts a stronger influence upon achievement in science than the influence of the pupil's family
background.
A model derived from Bernstein's theory of cultural
reproduction is used to interpret the results and to
explore the possibilities for increasing the effectiveness
of pedagogic practice.
Descrição
Tese de doutoramento apresentada à University of London - Institute of Education para obtenção do grau de [doctor of philosophy]. A Universidade de Lisboa concedeu-lhe equivalência em Ciências da Educação (Pedagogia), 1985
Palavras-chave
Critérios de realização Rendimento dos alunos Competência pedagógica Pedagogia - Portugal Ambiente cultural Classes sociais Relações escola-colectividade Família Ensino secundário - Portugal Teses de doutoramento (Equivalência) - 1985