Utilize este identificador para referenciar este registo: http://hdl.handle.net/10451/4610
Título: Enhancing the popularity and the relevance of science teaching in Portuguese Science classes
Autor: Galvão, Cecília
Reis, Pedro
Freire, Sofia
Almeida, Paulo
Palavras-chave: Popularity
Relevance
Science education
Teachers' professional development
Data: 2011
Citação: Galvão, C., Reis, P., Freire, S. e Almeida, P. (2011). Enhancing the popularity and the relevance of science teaching in Portuguese Science classes. Research in Science Education, 41(5), 651-666.
Resumo: Project emerged from the urgent need to overcome the problem of lack of scientific literacy in the population, which should be a priority in a society where science occupies a central place. Indeed, nowadays for any citizen to participate in a responsible and informed way in society he has to be scientifically acknowledgeable. Nevertheless, not only are scientific levels low in the general population, but also there is an increasing number of students who avoid science and technology courses and related professions. Within this context, PARSEL aims at raising science and scientific courses’ popularity and relevancy as well as at enacting teachers’ professional development. In order to achieve these goals, the PARSEL group developed 54 pan-European modules, which were tested and evaluated by several teachers in several European countries and Israel. Teachers maintained a close relationship with the university, were highly encouraged to appropriate the modules and to adapt them to their local conditions and, also to discuss and share their experiences. In Portugal, modules were tested by a group of eight teachers, and their students. This paper presents data concerning teachers’ evaluation. Data was collected by means of interviews, observation and written documents and reveals that teachers positively evaluated PARSEL’s impact on their own professional development. Furthermore, they considered modules as well as the teaching-learning approach essential for making science learning relevant and popular for their students.
Peer review: yes
URI: http://hdl.handle.net/10451/4610
Aparece nas colecções:IE - GIDC - Artigos em Revistas Internacionais



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