The Impact of Socio-Scientific Controversies in Portuguese Natural Science Teachers' Conceptions and Practices

Nature of Science and Models: Comparing Portuguese Prospective Teachers’ Views

“…Moreover, we will observe their classes during their internship, in order to better understand the factors that mediate the translation of their views and knowledge into their classroom practices. In a study with Portuguese secondary school teachers, Reis and Galvão (2004) suggest that many factors may mediate teachers' conceptions and their practice, such as: (i) national curriculum; (ii) national exams; (iii) teachers' previous experiences with scientific activities and (iv) own educational objectives. However, we consider that more research is needed in order to fully understand the factors that influence the translation of prospective science teachers' views of NOS and models into their classroom practice.…”

Análisis de las competencias de pensamiento crítico desde el aborde de las cuestiones sociocientíficas: un estudio en el ámbito universitario

“…Así, Dillon (1994), Aikenhead (2005), Ratcliffe & Grace (2003) y Solbes et al (2010) manifiestan que el abordaje de cualquier disciplina debe considerar elementos controversiales que permitan desarrollar habilidades de argumentación, toma de decisiones, trabajo cooperativo, además de utilizar una metodología para desarrollar pensamiento crítico e independencia intelectual. Reis & Galvão (2004), Sadler (2009), Ramsey (1993, Pedretti (1995), Cross & Price (1996) y Solomon (1996, afirman de la misma manera que la utilización de cuestiones socio-científicas hace que los estudiantes enfrenten conflictos, formulen opiniones y tomen decisiones.…”

Education for sustainable development in chemistry – challenges, possibilities and pedagogical models in Finland and elsewhere

“…Some teachers view SSI as additional elements that are not considered key elements of the curriculum. (Grace, 2006;Reis & Galvao, 2004) It is possible that the teachers receive no support from their colleagues or from the community outside the school in the interdisciplinary teaching of SSI (Hofstein et al, 2011;Kärnä et al, 2012;Pedersen & Totten, 2001 Reis & Galvao, 2004 Lack of interdisciplinary support from colleagues or community At the practical level, the inclusion of a socio-scientific issue in the chemistry lesson should be more than just a lecture about the issue and the related concerns (Sadler, 2004) -which still seems to be the most common approach in traditional science teaching. Studentcentered or inquiry-based science teaching is far less common than the traditional deductive teaching methods, even thought the benefits of these approaches are well-recognised in science education research (Anderson, 2002;Kärnä et al, 2012;Rocard et al, 2007;Smithenry, 2010).…”