{"id":68356,"date":"2024-09-13T09:58:59","date_gmt":"2024-09-13T08:58:59","guid":{"rendered":"https:\/\/blogs.ua.pt\/cidtff\/?p=68356"},"modified":"2024-09-13T09:58:59","modified_gmt":"2024-09-13T08:58:59","slug":"artigo-an-evaluation-of-the-experimental-science-teaching-program-for-primary-education-from-the-teachers-perspective-an-educational-design-research-journey","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=68356","title":{"rendered":"Artigo | An Evaluation of the Experimental Science Teaching Program for Primary Education from the Teachers\u2019 Perspective: An Educational Design Research Journey"},"content":{"rendered":"
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Patr\u00edcia Christine Silva (CIDTFF), Ana Valente Rodrigues (CIDTFF) & Paulo Nuno Vicente<\/strong> | Education Sciences, 14<\/em>(7), 782<\/strong><\/p>\n\n\n\n

Abstract<\/strong>:<\/p>\n\n\n\n

The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active perspective on the students\u2019 learning process, starting from the early years of schooling. It is based on these pedagogical principles that the research project the \u201cExperimental Science Teaching Program\u201d (PEEC) was founded. This article aims to disseminate an evaluation of the PEEC for primary education, which includes a science teaching curriculum proposal, teaching activities and resources (e.g., digital games), and assessment record instruments for learning. This program was developed using an Educational Design Research methodological approach based on iterative cycles, with the collaboration of a multidisciplinary team (e.g., teachers, researchers, and children). For a final evaluation of the PEEC components, we consulted the ten participating teachers through a questionnaire survey one year after the end of their official collaboration. The main results highlight the relevance and appropriateness of the proposals presented for the targeted age group and the assumptions and objectives of science education in terms of the curriculum, teaching resources, and digital assessment games. Teachers also mentioned continuing to use the PEEC resources after their participation in this study. These results underscore the need to expand and promote projects of this nature to contribute to more practical science education in Portugal and, consequently, to increase children\u2019s levels of scientific literacy.<\/p>\n\n\n\n

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Refer\u00eancia:<\/strong>
Silva, P. C., Rodrigues, A. V., & Vicente, P. N. (2024). An Evaluation of the Experimental Science Teaching Program for Primary\u00a0 Education from the Teachers\u2019 Perspective: An Educational Design Research Journey. Education Sciences, 14<\/em>(7), 782. https:\/\/doi.org\/10.3390\/educsci14070782<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Patr\u00edcia Christine Silva (CIDTFF), Ana Valente Rodrigues (CIDTFF) & Paulo Nuno Vicente | Education Sciences, 14(7), 782 Abstract: The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[32,14,5],"tags":[],"class_list":["post-68356","post","type-post","status-publish","format-standard","hentry","category-artigos","category-destaques","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t