Crossing the Border of the Traditional Science Curriculum : Innovative Teaching and Learning in Basic Science Education / / edited by Maurício Pietrocola, Ivã Gurgel.

• Superior document: Bold Visions in Educational Research
• HerausgeberIn: Pietrocola, Maurício.; Gurgel, Ivã.
• Place / Publishing House: Rotterdam : : SensePublishers :, Imprint: SensePublishers,, 2017.
• Year of Publication: 2017
• Edition: 1st ed. 2017.
• Language: English
• Series: Bold Visions in Educational Research
• Physical Description: 1 online resource (CCXLVIII, 16 p.)

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.

Table of Contents

Preliminary Material / Maurício Pietrocola and Ivã Gurgel -- Curricular Innovation and Didactic-Pedagogical Risk Management / Maurício Pietrocola -- Elementary Particle Physics for High Schools / Maxwell Siqueira -- Particle Accelerators and Didactic Obstacles / Márlon Pessanha and Maurício Pietrocola -- A Teaching-Learning Sequence on the Concept of Mass and Required Skills for Teaching Relativity / Fabiana B. Kneubil and Maurício Pietrocola -- Science Stand / Luís Paulo de Carvalho Piassi , Rui Manoel de Bastos Vieira and Emerson Izidoro dos Santos -- Computer Simulations and Students’ Difficulties in Reading Visual Representations in Science Education / Víctor López and Roser Pintó -- Praxeology and the Use of Educational Robotics in the Teaching of Physics / Milton Schivani and Maurício Pietrocola -- Teaching Solar Physics in a Partnership between Formal and Non-Formal Education / Cibelle Celestino Silva and Pedro Donizete Colombo Jr. -- Curricular Innovation in Modern and Contemporary Physics in Ongoing Training Courses / Ivani T. Lawall and Maurício Pietrocola -- A Game Designed to Tackle Controversies about the Nature of Science / Alexandre Bagdonas , André Noronha , Vitor Machado , Felipe Velásquez and Ivã Gurgel -- A Proposal for Overcoming Obstacles to Teaching Natural Science / Thaís Cyrino de Mello Forato and Alexandre Bagdona -- The Role of Narrative Thinking in Learning Scientific Concepts / Ivã Gurgel , Maurício Pietrocola and Danilo Cardoso -- Interwoven Thoughts / Maristela do Nascimento Rocha and Ivã Gurgel.