Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)

Detalhes bibliográficos
Autor(a) principal: Sá-Pinto, Xana
Data de Publicação: 2021
Outros Autores: Realdon, Giulia, Torkar, Gregor, Sousa, Bruno, Georgiou, Martha, Jeffries, Alex, Korfiatis, Konstantinos, Paolucci, Silvia, Pessoa, Patrícia, Rocha, Joana, Stasinakis, Panagiotis K., Cavadas, Bento, Crottini, Angelica, Gnidovec, Tanja, Nogueira, Teresa, Papadopoulou, Penelope, Piccoli, Costanza, Barstad, Johan, Dufour, Heloise D., Pejchinovska, Milena, Pobric, Alma, Cvetković, Dragana, Mavrikaki, Evangelia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10451/51536
Resumo: Evolution is a key concept of biology, fundamental to understand the world and address important societal problems, but research studies show that it is still not widely understood and accepted. Several factors are known to influence evolution acceptance and understanding, but little information is available regarding the impacts of the curriculum on these aspects. Very few curricula have been examined to assess the coverage of biological evolution. The available studies do not allow comparative analyses, due to the different methodologies employed by the authors. However, such an analysis would be useful for research purposes and for the development of appropriate educational policies to address the problem of a lack of evolution acceptance in some countries. In this paper we describe the steps through which we developed a valid and reliable instrument for curricula analysis known as FACE: “Framework to Assess the Coverage of biological Evolution by school curricula.” This framework was developed based on the “Understanding Evolution Conceptual Framework” (UECF). After an initial pilot study, our framework was reformulated based on identified issues and experts’ opinions. To generate validity and reliability evidence in support of the framework, it was applied to four European countries’ curricula. For each country, a team of a minimum of two national and two foreign coders worked independently to assess the curriculum using this framework for content analysis. Reliability evidence was estimated using Krippendorf's alpha and resulted in appropriate values for coding the examined curricula. Some issues that coders faced during the analysis were discussed and, to ensure better reliability for future researchers, additional guidelines and one extra category were included in the framework. The final version of the framework includes six categories and 34 subcategories. FACE is a useful tool for the analysis and the comparison of curricula and school textbooks regarding the coverage of evolution, and such results can guide curricula development.
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spelling Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)Evolution is a key concept of biology, fundamental to understand the world and address important societal problems, but research studies show that it is still not widely understood and accepted. Several factors are known to influence evolution acceptance and understanding, but little information is available regarding the impacts of the curriculum on these aspects. Very few curricula have been examined to assess the coverage of biological evolution. The available studies do not allow comparative analyses, due to the different methodologies employed by the authors. However, such an analysis would be useful for research purposes and for the development of appropriate educational policies to address the problem of a lack of evolution acceptance in some countries. In this paper we describe the steps through which we developed a valid and reliable instrument for curricula analysis known as FACE: “Framework to Assess the Coverage of biological Evolution by school curricula.” This framework was developed based on the “Understanding Evolution Conceptual Framework” (UECF). After an initial pilot study, our framework was reformulated based on identified issues and experts’ opinions. To generate validity and reliability evidence in support of the framework, it was applied to four European countries’ curricula. For each country, a team of a minimum of two national and two foreign coders worked independently to assess the curriculum using this framework for content analysis. Reliability evidence was estimated using Krippendorf's alpha and resulted in appropriate values for coding the examined curricula. Some issues that coders faced during the analysis were discussed and, to ensure better reliability for future researchers, additional guidelines and one extra category were included in the framework. The final version of the framework includes six categories and 34 subcategories. FACE is a useful tool for the analysis and the comparison of curricula and school textbooks regarding the coverage of evolution, and such results can guide curricula development.BMCRepositório da Universidade de LisboaSá-Pinto, XanaRealdon, GiuliaTorkar, GregorSousa, BrunoGeorgiou, MarthaJeffries, AlexKorfiatis, KonstantinosPaolucci, SilviaPessoa, PatríciaRocha, JoanaStasinakis, Panagiotis K.Cavadas, BentoCrottini, AngelicaGnidovec, TanjaNogueira, TeresaPapadopoulou, PenelopePiccoli, CostanzaBarstad, JohanDufour, Heloise D.Pejchinovska, MilenaPobric, AlmaCvetković, DraganaMavrikaki, Evangelia2022-02-28T13:40:21Z2021-022021-02-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/51536engSá-Pinto, X., Realdon, G., Torkar, G. et al. Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE). Evo Edu Outreach 14, 3 (2021). https://doi.org/10.1186/s12052-021-00142-210.1186/s12052-021-00142-2info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T16:56:18Zoai:repositorio.ul.pt:10451/51536Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:02:49.372940Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)
title Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)
spellingShingle Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)
Sá-Pinto, Xana
title_short Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)
title_full Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)
title_fullStr Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)
title_full_unstemmed Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)
title_sort Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)
author Sá-Pinto, Xana
author_facet Sá-Pinto, Xana
Realdon, Giulia
Torkar, Gregor
Sousa, Bruno
Georgiou, Martha
Jeffries, Alex
Korfiatis, Konstantinos
Paolucci, Silvia
Pessoa, Patrícia
Rocha, Joana
Stasinakis, Panagiotis K.
Cavadas, Bento
Crottini, Angelica
Gnidovec, Tanja
Nogueira, Teresa
Papadopoulou, Penelope
Piccoli, Costanza
Barstad, Johan
Dufour, Heloise D.
Pejchinovska, Milena
Pobric, Alma
Cvetković, Dragana
Mavrikaki, Evangelia
author_role author
author2 Realdon, Giulia
Torkar, Gregor
Sousa, Bruno
Georgiou, Martha
Jeffries, Alex
Korfiatis, Konstantinos
Paolucci, Silvia
Pessoa, Patrícia
Rocha, Joana
Stasinakis, Panagiotis K.
Cavadas, Bento
Crottini, Angelica
Gnidovec, Tanja
Nogueira, Teresa
Papadopoulou, Penelope
Piccoli, Costanza
Barstad, Johan
Dufour, Heloise D.
Pejchinovska, Milena
Pobric, Alma
Cvetković, Dragana
Mavrikaki, Evangelia
author2_role author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Repositório da Universidade de Lisboa
dc.contributor.author.fl_str_mv Sá-Pinto, Xana
Realdon, Giulia
Torkar, Gregor
Sousa, Bruno
Georgiou, Martha
Jeffries, Alex
Korfiatis, Konstantinos
Paolucci, Silvia
Pessoa, Patrícia
Rocha, Joana
Stasinakis, Panagiotis K.
Cavadas, Bento
Crottini, Angelica
Gnidovec, Tanja
Nogueira, Teresa
Papadopoulou, Penelope
Piccoli, Costanza
Barstad, Johan
Dufour, Heloise D.
Pejchinovska, Milena
Pobric, Alma
Cvetković, Dragana
Mavrikaki, Evangelia
description Evolution is a key concept of biology, fundamental to understand the world and address important societal problems, but research studies show that it is still not widely understood and accepted. Several factors are known to influence evolution acceptance and understanding, but little information is available regarding the impacts of the curriculum on these aspects. Very few curricula have been examined to assess the coverage of biological evolution. The available studies do not allow comparative analyses, due to the different methodologies employed by the authors. However, such an analysis would be useful for research purposes and for the development of appropriate educational policies to address the problem of a lack of evolution acceptance in some countries. In this paper we describe the steps through which we developed a valid and reliable instrument for curricula analysis known as FACE: “Framework to Assess the Coverage of biological Evolution by school curricula.” This framework was developed based on the “Understanding Evolution Conceptual Framework” (UECF). After an initial pilot study, our framework was reformulated based on identified issues and experts’ opinions. To generate validity and reliability evidence in support of the framework, it was applied to four European countries’ curricula. For each country, a team of a minimum of two national and two foreign coders worked independently to assess the curriculum using this framework for content analysis. Reliability evidence was estimated using Krippendorf's alpha and resulted in appropriate values for coding the examined curricula. Some issues that coders faced during the analysis were discussed and, to ensure better reliability for future researchers, additional guidelines and one extra category were included in the framework. The final version of the framework includes six categories and 34 subcategories. FACE is a useful tool for the analysis and the comparison of curricula and school textbooks regarding the coverage of evolution, and such results can guide curricula development.
publishDate 2021
dc.date.none.fl_str_mv 2021-02
2021-02-01T00:00:00Z
2022-02-28T13:40:21Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10451/51536
url http://hdl.handle.net/10451/51536
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Sá-Pinto, X., Realdon, G., Torkar, G. et al. Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE). Evo Edu Outreach 14, 3 (2021). https://doi.org/10.1186/s12052-021-00142-2
10.1186/s12052-021-00142-2
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