New Curricular Material for Science Classes: How Do Students Evaluate It?

Autor/inn/en	Freire, Sofia; Faria, Claudia; Galvao, Cecilia; Reis, Pedro
Titel	New Curricular Material for Science Classes: How Do Students Evaluate It?
Quelle	In: Research in Science Education, 43 (2013) 1, S.163-178 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-011-9247-0
Schlagwörter	Science Education; Science Curriculum; Evaluation; Curriculum Development; Science Instruction; Secondary School Students; Interviews; Questionnaires; Problem Solving; Critical Thinking + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Evaluierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Interviewing; Interviewtechnik; Fragebogen; Problemlösen; Kritisches Denken
Abstract	Living in an unpredictable and ever changing society demands from its' citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in order to make science classes more popular and relevant in the eyes of the students and as such to increase their interest with school science. The goal of this study was to understand how students evaluate those innovative modules. This paper presents data concerning 134 secondary students, collected through interviews, questionnaires and written documents. A quantitative analysis of the data collected through questionnaires was complemented by a qualitative analysis of the data collected by interviews and written documents. Results show that understanding the relationship between science and daily life, participating in practical activities based on problem solving and developing critical thinking and reasoning were the issues most valued by students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10