Universidade de Lisboa Repositório da Universidade de Lisboa

Repositório da Universidade de Lisboa >
Faculdade de Ciências (FC) >
Departamento de Educação (FC-DE) >
Centro de Investigação em Educação (FC-DE-CIE) >
GI Didáctica das Ciências (FC-DE-CIE-GIDC) >
FC-DE-CIE-GIDC - Artigos em Revistas Internacionais >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10451/4729

Título: The impact of socio-scientific controversies in portuguese natural science teachers’ conceptions and practices
Autor: Reis, Pedro
Galvão, Cecília
Palavras-chave: Classroom practice
Teachers’ conceptions
Nature of science
Controversial science-based issues
Science education
Issue Date: 2004
Editora: Kluwer
Citação: Reis, P. e Galvão, C. (2004). The impact of socio-scientific controversies in portuguese natural science teachers’ conceptions and practices. Research in Science Education, 34(2), 153-171.
Resumo: This article discusses the results of a qualitative study, based on case studies, aimed at: (a) assessing a group of Portuguese secondary school natural science teachers regarding their conceptions of the nature, teaching and learning of science; (b) studying possible impacts of recent controversies surrounding scientific and technological issues on these conceptions and on teachers’ classroom practices. Five teachers, with different backgrounds and teaching experience, were observed during classes and interviewed with the purpose of studying: (a) the relationship between their conceptions and classroom practices; and (b) the factors that impede or enhance this relationship. Subsequently, observation notes and interview transcriptions were systematically analysed. The socio-scientific controversies recently discussed in Portugal seem to have had an impact on teachers’ (1) conceptions about the nature, teaching and learning of science; and (2) classroom practice. However, not all teachers were able to teach according to their conceptions. Some factors seem to mediate the relationship between teachers’ conceptions and classroom practice: National Curriculum, national exams, teachers’ previous experience as scientists, and personal educational priorities or aims. Based on the results obtained, some remarks and educational implications are discussed.
Arbitragem científica: yes
URI: http://hdl.handle.net/10451/4729
Appears in Collections:FC-DE-CIE-GIDC - Artigos em Revistas Internacionais

Files in This Item:

File Description SizeFormat
RISE2004.pdf134,92 kBAdobe PDFView/Open
Restrict Access. You can request a copy!

Please give feedback about this item
FacebookTwitterDeliciousLinkedInDiggGoogle BookmarksMySpace
Formato BibTex MendeleyEndnote Logotipo do DeGóis 

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.


  © Universidade de Lisboa / SIBUL
Alameda da Universidade | Cidade Universitária | 1649-004 Lisboa | Portugal
Tel. +351 217967624 | Fax +351 217933624 | repositorio@reitoria.ul.pt - Feedback - Statistics
Promotores do RCAAP   Financiadores do RCAAP

Fundação para a Ciência e a Tecnologia Universidade do Minho   Governo Português Ministério da Educação e Ciência PO Sociedade do Conhecimento (POSC) Portal oficial da União Europeia