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Evolution in European and Israeli school curricula – a comparative analysis

2024-01-19Artigo científico Acesso aberto
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dc.contributor.authorMavrikaki, Evangelia
dc.contributor.authorRealdon, Giulia
dc.contributor.authorAivelo, Tuomas
dc.contributor.authorBajrami, Ani
dc.contributor.authorDilek Bakanay, Çiçek
dc.contributor.authorBeniermann, Anna
dc.contributor.authorBlagojević, Jelena
dc.contributor.authorButkeviciene, Egle
dc.contributor.authorCavadas, Bento
dc.contributor.authorCossu, Costantina
dc.contributor.authorCvetković, Dragana
dc.contributor.authorDrobniak, Szymon M.
dc.contributor.authorÖzgür Durmuş, Zelal
dc.contributor.authorMarta Dvořáková, Radka
dc.contributor.authorEens, Marcel
dc.contributor.authorEret, Esra
dc.contributor.authorEroglu, Seckin
dc.contributor.authorAnna Gazda, Małgorzata
dc.contributor.authorGeorgiou, Martha
dc.contributor.authorGostling, Neil J.
dc.contributor.authorGregorčič, Tanja
dc.contributor.authorJanštová, Vanda
dc.contributor.authorJenkins, Tania
dc.contributor.authorKervinen, Anttoni
dc.contributor.authorKorfiatis, Konstantinos
dc.contributor.authorKuschmierz, Paul
dc.contributor.authorLendvai, Ádám Z.
dc.contributor.authorde Lima, Joelyn
dc.contributor.authorMiri, Fundime
dc.contributor.authorNogueira, Teresa
dc.contributor.authorPanayides, Andreas
dc.contributor.authorPaolucci, Sylvia
dc.contributor.authorPapadopoulou, Penelope
dc.contributor.authorPessoa, Patrícia
dc.contributor.authorPinxten, Rianne
dc.contributor.authorRios Rocha, Joana
dc.contributor.authorFernández Sánchez, Andrea
dc.contributor.authorSiani, Merav
dc.contributor.authorSokoli, Elvisa
dc.contributor.authorSousa, Bruno
dc.contributor.authorStasinakis, Panagiotis K.
dc.contributor.authorTorkar, Gregor
dc.contributor.authorValackiene, Asta
dc.contributor.authorVarga, Máté
dc.contributor.authorVázquez Ben, Lucía
dc.contributor.authorYarden, Anat
dc.contributor.authorSá-Pinto, Xana
dc.date.accessioned2024-01-22T13:25:11Z
dc.date.available2025-07-01T00:30:29Z
dc.date.issued2024-01-19
dc.description.abstractThe contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europept_PT
dc.description.versioninfo:eu-repo/semantics/acceptedVersionpt_PT
dc.identifier.citationEvangelia Mavrikaki, Giulia Realdon, Tuomas Aivelo, Ani Bajrami, Çiçek Dilek Bakanay, Anna Beniermann, Jelena Blagojević, Egle Butkeviciene, Bento Cavadas, Costantina Cossu, Dragana Cvetković, Szymon M. Drobniak, Zelal Özgür Durmuş, Radka Marta Dvořáková, Marcel Eens, Esra Eret, Seckin Eroglu, Małgorzata Anna Gazda, Martha Georgiou, Neil J. Gostling, Tanja Gregorčič, Vanda Janštová, Tania Jenkins, Anttoni Kervinen, Konstantinos Korfiatis, Paul Kuschmierz, Ádám Z. Lendvai, Joelyn de Lima, Fundime Miri, Teresa Nogueira, Andreas Panayides, Sylvia Paolucci, Penelope Papadopoulou, Patrícia Pessoa, Rianne Pinxten, Joana Rios Rocha, Andrea Fernández Sánchez, Merav Siani, Elvisa Sokoli, Bruno Sousa, Panagiotis K. Stasinakis, Gregor Torkar, Asta Valackiene, Máté Varga, Lucía Vázquez Ben, Anat Yarden & Xana Sá-Pinto (2024) Evolution in European and Israeli school curricula – a comparative analysis, International Journal of Science Education, DOI: 10.1080/09500693.2023.2293090pt_PT
dc.identifier.doi10.1080/09500693.2023.2293090pt_PT
dc.identifier.urihttp://hdl.handle.net/10451/62010
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor & Francispt_PT
dc.relationCA17127 - Building on scientific literacy in evolution towards scientifically responsible Europeans (EuroScitizen)pt_PT
dc.subjectEvolution learning goalspt_PT
dc.subjectbiology educationpt_PT
dc.subjecteducation policypt_PT
dc.titleEvolution in European and Israeli school curricula – a comparative analysispt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage27pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleInternational Journal of Science Educationpt_PT
person.familyNameVitorino Nogueira
person.givenNameTeresa Isabel
person.identifierG-2273-2010
person.identifier.ciencia-idF211-4E18-2C69
person.identifier.orcid0000-0002-0059-5177
person.identifier.scopus-author-id7004351448
rcaap.embargofctO tipo de licença envolvido com a editora Taylor & Francis para esta revista, não envolvendo pagamento (APC), apenas permite acesso em repositório público do formato aceite (i.e não editado e paginado pela editora) após período de embargo de 18 meses após a data da sua publicação final.pt_PT
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationfd1c0a47-fb41-49e1-a4c9-2575917bc120
relation.isAuthorOfPublication.latestForDiscoveryfd1c0a47-fb41-49e1-a4c9-2575917bc120

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