Materiais curriculares, práticas e aprendizagens

This study analyzes the extent to which primary school teachers are\nable to develop pedagogical practices with similar principles to those shown by the\ninvestigation as favorable to students ́ learning, when such principles are present in\ncurriculum material used by them. It also analyzes the infl uence of such practices in\nscience learning of socially differentiated students. The study is based on psychological\nand sociological perspectives, with particular emphasis on Bernstein ́s pedagogical\ndiscourse and employs a mixed methodology of investigation. Specifi c instruments\nwere designed to analyze the curriculum materials, teachers ́ practices, and students ́\nscience learning. Results revealed that teachers differ, sometimes in opposite directions,\nin their competence to implement a pedagogical practice which translates the principles\nunderlying curriculum materials, and that the effect of practice can overcome the effect\nof social class whenever the teacher ́s pedagogical principles are close to those in the\ncurriculum materials. These results are discussed in the paper and, based on previous\ninvestigation, some explanatory hypotheses are proposed

Political science · Educational Assessment and Pedagogy · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Psychology

• O currículo nas suas dimensões estrutural e interacional

  Open Access•Ana Maria Morais, Isabel Pestana Neves et al.•Praxis Educativa•2019

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• Currículo de ciências para o ensino primário

  Open Access•Patrícia Christine Silva, Anabela Veloso Rodrigues et al.•Education Policy Analysis Archives•2023

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• Mixed methodology

  Abbas Tashakkori•Mixed methodology•1998

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