Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?

Detalhes bibliográficos
Autor(a) principal: Leite, Laurinda
Data de Publicação: 2011
Outros Autores: Dourado, Luís, Morgado, Sofia
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://hdl.handle.net/1822/14193
Resumo: High-level questioning is the starting stone of Problem-Based Learning (PBL). This student centred teaching approach is especially appropriate for complex themes, as these are more likely to include real life problems. Sustainability on Earth is the Portuguese National Curriculum theme that better fits this criterion. This paper concentrates on the way Portuguese science textbooks focusing on Sustainability on Earth deal with questioning, in order to find out whether they may foster continuity with regard to teacher-centred teaching approaches or whether they rather seem to promote change towards innovative student-centred problem-based science learning. Three Physical and three Natural Sciences textbooks were content analysed with regard to the way they deal with questions and the cognitive level of the questions they include. Results indicate that textbooks: include a considerable amount of questions; use questions in different ways and for diverse purposes; tend to prefer low-level cognitive questions; hardly include problem-oriented questions.
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spelling Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?Science textbooksProblem-based learningQuestioningSustainability on earthHigh-level questioning is the starting stone of Problem-Based Learning (PBL). This student centred teaching approach is especially appropriate for complex themes, as these are more likely to include real life problems. Sustainability on Earth is the Portuguese National Curriculum theme that better fits this criterion. This paper concentrates on the way Portuguese science textbooks focusing on Sustainability on Earth deal with questioning, in order to find out whether they may foster continuity with regard to teacher-centred teaching approaches or whether they rather seem to promote change towards innovative student-centred problem-based science learning. Three Physical and three Natural Sciences textbooks were content analysed with regard to the way they deal with questions and the cognitive level of the questions they include. Results indicate that textbooks: include a considerable amount of questions; use questions in different ways and for diverse purposes; tend to prefer low-level cognitive questions; hardly include problem-oriented questions.University of MinhoUniversidade do MinhoLeite, LaurindaDourado, LuísMorgado, Sofia20112011-01-01T00:00:00Zconference paperinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/1822/14193enginfo: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:RCAAP2024-05-11T07:31:16Zoai:repositorium.sdum.uminho.pt:1822/14193Portal AgregadorONGhttps://www.rcaap.pt/oai/openairemluisa.alvim@gmail.comopendoar:71602024-05-11T07:31:16Repositório 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 Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?
title Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?
spellingShingle Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?
Leite, Laurinda
Science textbooks
Problem-based learning
Questioning
Sustainability on earth
title_short Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?
title_full Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?
title_fullStr Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?
title_full_unstemmed Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?
title_sort Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?
author Leite, Laurinda
author_facet Leite, Laurinda
Dourado, Luís
Morgado, Sofia
author_role author
author2 Dourado, Luís
Morgado, Sofia
author2_role author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Leite, Laurinda
Dourado, Luís
Morgado, Sofia
dc.subject.por.fl_str_mv Science textbooks
Problem-based learning
Questioning
Sustainability on earth
topic Science textbooks
Problem-based learning
Questioning
Sustainability on earth
description High-level questioning is the starting stone of Problem-Based Learning (PBL). This student centred teaching approach is especially appropriate for complex themes, as these are more likely to include real life problems. Sustainability on Earth is the Portuguese National Curriculum theme that better fits this criterion. This paper concentrates on the way Portuguese science textbooks focusing on Sustainability on Earth deal with questioning, in order to find out whether they may foster continuity with regard to teacher-centred teaching approaches or whether they rather seem to promote change towards innovative student-centred problem-based science learning. Three Physical and three Natural Sciences textbooks were content analysed with regard to the way they deal with questions and the cognitive level of the questions they include. Results indicate that textbooks: include a considerable amount of questions; use questions in different ways and for diverse purposes; tend to prefer low-level cognitive questions; hardly include problem-oriented questions.
publishDate 2011
dc.date.none.fl_str_mv 2011
2011-01-01T00:00:00Z
dc.type.driver.fl_str_mv conference paper
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://hdl.handle.net/1822/14193
url https://hdl.handle.net/1822/14193
dc.language.iso.fl_str_mv eng
language eng
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv University of Minho
publisher.none.fl_str_mv University of Minho
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv mluisa.alvim@gmail.com
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