Evaluation of the Portuguese curriculum of physics and natural sciences: What do teachers think? [Avaliação do currículo português de ciências físicas e naturais: O que pensam os professores?]

• Type: Article in International Scientific Journal
• Date: 2013

Authors

Torres, J (Author) Other; Vasconcelos, C (Author) FCUP

Journal

Title: Journal of Science Education

Vol. 14

Pages: 12-16

ISSN: 0124-5481

Publisher: Foundation Journal of Science Education

Indexing

ISI Web of Knowledge

Scopus - 0 Citations

Other information

Authenticus ID: P-008-DA9

Abstract (EN): The technological and scientific conceptual demands of the contemporary world require science teaching to promote the development of different competences like critical thinking and autonomy. The current Portuguese sciences curriculum, implemented in 2001, reinforces the need to develop these competences and suggests an inquiry approach. In the scope of a case study performed in a school of Oporto district (Portugal), the present research analysis how 14 science teachers (7 natural sciences teachers and 7 physics and chemistry teachers) evaluate the implementation of the sciences curriculum. The article presents the position of these participants through the analysis of answers to questionnaires and the content analysis of individual and semi-structured interviews. A certain disparity between what is written in the curriculum by the Ministry of Education and teachers' practices reveals that teachers' methodologies are quite far from an inquiry approach.

Language: English

Type (Professor's evaluation): Scientific