Ana Valente Rodrigues, Patrícia Christine Silva & Isabel P. Martins (CIDTFF) | In Science Teaching in Primary School: theoretical essays and experiences from American, Asian and European researchers, pp. 24-56
Abstract:
This chapter presents a portrait of what science teaching in the early years of schooling has been in Portugal, considering its recent history, constraints, achievements, ongoing innovative projects, and challenges to the promotion of science education for all, from a young age, and contemplating different contexts of lifelong learning. Some of the challenges identified for science teaching in the primary school education (6-10 years old) are to ensure that: i) natural sciences have their own identity in the curriculum; ii) the natural sciences having a more equitable workload compared to other subjects, also in terms of their relevance in internal and external evaluation; iii) essential learning, in terms of knowledge, skills, and attitudes, are explicit in the curriculum of natural sciences; iv) curricular guidelines for experimental science teaching are explicit; v) schools have specific spaces, equipment, and resources for the development of practical group activities at this age level. It is also urgent to ensure the quality of the supply of analogue and digital educational resources to support the teaching and learning of science at this level of education, focusing on their development based on research. Another major challenge is the pre-service and in-service teacher training, who need to include more expressively the area of Didactics of Science for the early years of schooling.There is also the need to involve teachers in research in education in general and in science education in particular, either in their practices, in projects, or in their participation in scientific events.The examples of projects presented in this chapter may constitute one of the possible answers or inspire the creation of new solutions to some of these challenges that are imposed on education, training, and research.Although the Portuguese national context has been the focus in this text, the considerations, reflections, and proposals outlined may be used and/or adapted in other contexts.
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Referência:
Rodrigues, A. V., Silva, P. C., & Martins, I. P. (2024). Science education in the early years: paths and challenges in Portugal. In A. Viveiro, M. C. S. Zancul & P. N. da Rocha (Eds.), Science Teaching in Primary School: theoretical essays and experiences from American, Asian and European researchers (pp. 24-56). Editora FE-Unicamp. https://editora.fe.unicamp.br/index.php/fe/catalog/book/66
