The nature of science in science education: theories and practices
Journal Title: Práxis Educativa - Year 2018, Vol 13, Issue 1
Abstract
The article is based on results of research carried out by the ESSA Group (Sociological Studies of the Classroom) centred on the inclusion of the nature of science (metascience) on science education. The results, based on analyses of various educational texts and contexts – curricula/syllabuses, textbooks and pedagogic practices – and of the relations between those texts/contexts, have in general shown a reduced presence and low conceptualization of metascience. The article starts by presenting the theoretical framework of the research of the ESSA Group which was focused on the introduction of the nature of science in science education. It is mostly based on Ziman’s conceptualization of metascience (1984, 2000) and on Bernstein’s theorization of production and reproduction of knowledge, particularly his model of pedagogic discourse (1990, 2000) and knowledge structures (1999). This is followed by the description of a pedagogical strategy, theoretically grounded, which explores the nature of science in the classroom context. The intention is to give an example of a strategy which privileges a high level learning for all students and which may contribute to a reflection about the inclusion of the nature of science on science education. Finally, considerations are made about the applicability of the strategy on the basis of previous theoretical and empirical arguments which sustain its use in the context of science education.
Authors and Affiliations
Ana Maria Morais, Isabel Pestana Neves, Sílvia Ferreira, Leonor Saraiva
Keywords
Related Articles
- EP ID EP482133
- DOI 10.5212/PraxEduc.v.13i1.0001
- Views 101
- Downloads 0
Physical Education: teacher training and inclusion
The teachers‘ training to dynamize and to act in inclusive educational contexts, is a matter of major relevance. Several authors have drawn attention to the importance of education in teachers‘ values and practices. In t...
Paralympic sport: difficult inclusion, technological incorporation, competitive bodies
In this paper, we analyze, in an exploratory way, the Paralympic sport. Our focus is on the speeches that value practices that would concern overcoming and inclusion, taking exemplary situations as some representations a...
The evaluation in learning cycles in the basic education of Mozambique: between tensions and challenges
This paper discusses the policy of cycles of learning (non retention policies) introduced by the last curricular reform in Basic Education (BE) in Mozambique in 2004. This policy has faced many objections within the soci...
Teaching job and contemporary rural issues: identity and difference in rural schools
This article aims at understanding how the teaching job in rural areas has been re-configured in face of the new rural issues and how rural teachers have been addressing differences in their classrooms. The theoretical b...
Physical Education in school and Inclusion: a systematic review of student production in Brazilian Postgraduate studies
The objective of this study was to map out and analyze students’ production involving the Physical Education and Inclusion theme, from theses and dissertations coming from Postgraduate programs in Brazil. It is an explor...