Science textbooks as questioning and problem-based teaching and learning promoters : change or continuity?
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | , |
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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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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7160 |
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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 |
_version_ |
1817545346340880384 |