Desenvolvimento de um modelo de análise das perspetivas da Ciência, do Indivíduo e da Sociedade no Ensino das Ciências
Bibliographic Data
| ID | 5921482 |
|---|---|
| Authors | José Manuel Do Carmo, José Manuel Carmo (0000-0003-0927-975X, University of Algarve, corresponding author) |
| Year | 2016 |
| Volume | 21 |
| Issue | 1 |
| Pages | 1 |
| Publication date | 2016-12-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Electrónica Educare (JOURNAL) |
| Journal identifiers | ISSN: 1409-4258 • E-ISSN: 1409-4258 |
| Publisher | Universidad Nacional de Costa Rica (PUBLISHER) |
| DOI | 10.15359/ree.21-1.16 |
| OpenAlex | W2570353931 |
| Language | PT |
| References cited | 3 |
The basic vision of learning science has changed as scientific culture concepts evolution and the nature of the teaching of science go along. From a model essentially based on information acquisition, science instruction has included the practice of the science method when the importance of emphasizing the development of personal skills, thinking processes, and action was considered. The concern about citizens' education in matters referring to the relationship between science and society and enlightened social participation demanded a special attention in investigation and in students' participation in issues related to urban, natural, and technological environment. This research seeks to develop an integrative model of curriculum organizations based on these three axes or perspectives: science, individual, and society. A matrix enabling the analysis of curricular proposals and organization plans of didactic units is built, as well as the observation of teachers' representations in the teaching of science
Action (physics · Curriculum · Nature of Science · Pedagogy · Science education · Social science · Sociology · Technology and Society · Chemistry Education and Research · Psychology · Science and Education Research · Science Education and Pedagogy
| Citation velocity | historical |
|---|---|
| Highly cited | No |