Overview
- Editors:
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Maurício Pietrocola
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School of Education, University of São Paulo, Brazil
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Ivã Gurgel
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Institute of Physics, University of São Paulo, Brazil
- Educational research framed in school ground is presented in this book.
- The chapters in this book discuss innovative science education for a contemporary citizenship.
- This book presents an evaluation of Teaching and Learning Science Sequences.
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Table of contents (13 chapters)
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- Márlon Pessanha, Maurício Pietrocola
Pages 45-59
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- Fabiana B. Kneubil, Maurício Pietrocola
Pages 61-72
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- Luís Paulo de Carvalho Piassi, Rui Manoel de Bastos Vieira, Emerson Izidoro Dos Santos
Pages 73-93
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- Víctor López, Roser Pintó
Pages 95-114
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- Milton Schivani, Maurício Pietrocola
Pages 115-125
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- Cibelle Celestino Silva, Pedro Donizete Colombo Jr.
Pages 127-141
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- Ivani T. Lawall, Maurício Pietrocola
Pages 143-162
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- Alexandre Bagdonas, André Noronha, Vitor Machado, Felipe Velásquez, Ivã Gurgel
Pages 163-179
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- Thaís Cyrino de Mello Forato, Alexandre Bagdonas
Pages 181-206
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- Ivã Gurgel, Maurício Pietrocola, Danilo Cardoso
Pages 207-225
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- Maristela Do Nascimento Rocha, Ivã Gurgel
Pages 227-247
About this book
Nations worldwide consider education an important tool for economic and social development, and the use of innovative strategies to prepare students for the acquisition of knowledge and skills is currently considered the most effective strategy for nurturing engaged, informed learners. In the last decade especially, European countries have promoted a series of revisions to their curricula and in the ways teachers are trained to put these into practice. Updating curriculum contents, pedagogical facilities (for example, computers in schools), and teaching and learning strategies should be seen as a routine task, since social and pedagogical needs change over time. Nevertheless, educational institutions and actors (educational departments, schools, teachers, and even students) normally tend to be committed to traditional practices. As a result of this resistance to change within educational systems, implementing educational innovation is a big challenge.
The authors of the present volume have been involved with curriculum development since 2003. This work is an opportunity to present the results of more than a decade of research into experimental, inventive approaches to science education. Most chapters concern innovative strategies for the teaching and learning of new contents, as well as methods for learning to teach them at the pre-university school level. The research is focused on understanding the pedagogical issues around the process of innovation, and the findings are grounded in analyses of the limits and possibilities of teachers’ and students’ practices in schools.
Editors and Affiliations
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School of Education, University of São Paulo, Brazil
Maurício Pietrocola
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Institute of Physics, University of São Paulo, Brazil
Ivã Gurgel
