Curriculum Materials, teachers’ practices and children’s learning: a study of primary school science

Detalhes bibliográficos
Autor(a) principal: Silva, Preciosa
Data de Publicação: 2013
Outros Autores: Morais, Ana Maria, Neves, Isabel Pestana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/5374
Resumo: This study analyzes the extent to which primary school teachers are able to develop pedagogical practices with similar principles to those shown by the investigation as favorable to students’ learning, when such principles are present in curriculum material used by them. It also analyzes the influence of such practices in science learning of socially differentiated students. The study is based on psychological and sociological perspectives, with particular emphasis on Bernstein’s pedagogical discourse and employs a mixed methodology of investigation. Specific instruments were designed to analyze the curriculum materials, teachers’ practices, and students’ science learning. Results revealed that teachers differ, sometimes in opposite directions, in their competence to implement a pedagogical practice which translates the principles underlying curriculum materials, and that the effect of practice can overcome the effect of social class whenever the teacher’s pedagogical principles are close to those in the curriculum materials. These results are discussed in the paper and, based on previous investigation, some explanatory hypotheses are proposed.   Keywords: Curriculum Materials. Pedagogical Practices. Science learning.
id UEPG-26_7adc1f12e16651f2e7cef1191b5775bc
oai_identifier_str oai:uepg.br:article/5374
network_acronym_str UEPG-26
network_name_str Práxis Educativa (Online)
repository_id_str
spelling Curriculum Materials, teachers’ practices and children’s learning: a study of primary school scienceMateriales curriculares, prácticas y aprendizajes: estudio en el contexto de las ciencias del 1º Ciclo de Enseñanza BásicaMateriais curriculares, práticas e aprendizagens: estudo no contexto das ciências do 1º Ciclo do Ensino BásicoThis study analyzes the extent to which primary school teachers are able to develop pedagogical practices with similar principles to those shown by the investigation as favorable to students’ learning, when such principles are present in curriculum material used by them. It also analyzes the influence of such practices in science learning of socially differentiated students. The study is based on psychological and sociological perspectives, with particular emphasis on Bernstein’s pedagogical discourse and employs a mixed methodology of investigation. Specific instruments were designed to analyze the curriculum materials, teachers’ practices, and students’ science learning. Results revealed that teachers differ, sometimes in opposite directions, in their competence to implement a pedagogical practice which translates the principles underlying curriculum materials, and that the effect of practice can overcome the effect of social class whenever the teacher’s pedagogical principles are close to those in the curriculum materials. These results are discussed in the paper and, based on previous investigation, some explanatory hypotheses are proposed.   Keywords: Curriculum Materials. Pedagogical Practices. Science learning.El estudio analiza en qué medida los profesores del 1º Ciclo de Enseñanza Básica son capaces de desarrollar prácticas pedagógicas con principios semejantes a los que la investigación ha mostrado como favorables al aprendizaje de sus alumnos, cuando dichos principios están presentes en materiales curriculares por ellos usados. El estudio analiza además la influencia de esas prácticas en el aprendizaje científico de alumnos socialmente diferenciados. El estudio se fundamenta en perspectivas sicológicas y sociológicas, con particular énfasis en la teoría del discurso pedagógico de Bernstein y emplea una metodología mixta de investigación. Se han construido instrumentos específicos para analizar los materiales curriculares, las prácticas de los profesores y el aprendizaje científico de los alumnos.  Los resultados indicaron que los profesores se diferencian, por veces en direcciones opuestas, en su competencia para imprimir una práctica pedagógica que traduzca los principios subyacentes a los materiales curriculares y que el efecto de la práctica puede superar el efecto de clase social, siempre que los principios pedagógicos del profesor se acerquen a los principios contenidos en los materiales curriculares. Estos resultados son discutidos en el artículo y, en base a investigación anterior, se añaden hipótesis explicativas.   Palabras clave: Materiales curriculares. Prácticas pedagógicas. Aprendizaje científico.O estudo analisa em que medida os professores do 1º Ciclo do Ensino Básico são capazes de desenvolver práticas pedagógicas com princípios semelhantes aos que a investigação tem vindo a mostrar serem favoráveis à aprendizagem dos alunos, quando esses princípios estão presentes em materiais curriculares por eles usados. O estudo analisa também a influência dessas práticas na aprendizagem científica de alunos socialmente diferenciados. O estudo fundamenta-se em perspetivas psicológicas e sociológicas, com particular ênfase na teoria do discurso pedagógico de Bernstein e utiliza uma metodologia mista de investigação. Foram construídos instrumentos específicos para analisar os materiais curriculares, as práticas dos professores e a aprendizagem científica dos alunos.  Os resultados mostraram que os professores diferem, por vezes em direções opostas, na sua competência para implementar uma prática pedagógica que traduza os princípios subjacentes aos materiais curriculares e que o efeito da prática pode superar o efeito de classe social, sempre que os princípios pedagógicos do professor se aproximam dos princípios contidos nos materiais curriculares. Estes resultados são discutidos no artigo e, com base em investigação anterior, são colocadas hipóteses explicativas.   Palavras-chave: Materiais curriculares. Práticas pedagógicas. Aprendizagem científica.Universidade Estadual de Ponta Grossa2013-07-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/537410.5212/PraxEduc.v.8i1.0006Práxis Educativa; Vol. 8 No. 1 (2013); 133-171Práxis Educativa; Vol. 8 Núm. 1 (2013); 133-171Práxis Educativa; V. 8 N. 1 (2013); 133-171Práxis Educativa; v. 8 n. 1 (2013); 133-1711809-43091809-403110.5212/PraxEduc.v.8i1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/5374/3473Silva, PreciosaMorais, Ana MariaNeves, Isabel Pestanainfo:eu-repo/semantics/openAccess2020-04-03T22:33:17Zoai:uepg.br:article/5374Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-03T22:33:17Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Curriculum Materials, teachers’ practices and children’s learning: a study of primary school science
Materiales curriculares, prácticas y aprendizajes: estudio en el contexto de las ciencias del 1º Ciclo de Enseñanza Básica
Materiais curriculares, práticas e aprendizagens: estudo no contexto das ciências do 1º Ciclo do Ensino Básico
title Curriculum Materials, teachers’ practices and children’s learning: a study of primary school science
spellingShingle Curriculum Materials, teachers’ practices and children’s learning: a study of primary school science
Silva, Preciosa
title_short Curriculum Materials, teachers’ practices and children’s learning: a study of primary school science
title_full Curriculum Materials, teachers’ practices and children’s learning: a study of primary school science
title_fullStr Curriculum Materials, teachers’ practices and children’s learning: a study of primary school science
title_full_unstemmed Curriculum Materials, teachers’ practices and children’s learning: a study of primary school science
title_sort Curriculum Materials, teachers’ practices and children’s learning: a study of primary school science
author Silva, Preciosa
author_facet Silva, Preciosa
Morais, Ana Maria
Neves, Isabel Pestana
author_role author
author2 Morais, Ana Maria
Neves, Isabel Pestana
author2_role author
author
dc.contributor.author.fl_str_mv Silva, Preciosa
Morais, Ana Maria
Neves, Isabel Pestana
description This study analyzes the extent to which primary school teachers are able to develop pedagogical practices with similar principles to those shown by the investigation as favorable to students’ learning, when such principles are present in curriculum material used by them. It also analyzes the influence of such practices in science learning of socially differentiated students. The study is based on psychological and sociological perspectives, with particular emphasis on Bernstein’s pedagogical discourse and employs a mixed methodology of investigation. Specific instruments were designed to analyze the curriculum materials, teachers’ practices, and students’ science learning. Results revealed that teachers differ, sometimes in opposite directions, in their competence to implement a pedagogical practice which translates the principles underlying curriculum materials, and that the effect of practice can overcome the effect of social class whenever the teacher’s pedagogical principles are close to those in the curriculum materials. These results are discussed in the paper and, based on previous investigation, some explanatory hypotheses are proposed.   Keywords: Curriculum Materials. Pedagogical Practices. Science learning.
publishDate 2013
dc.date.none.fl_str_mv 2013-07-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/5374
10.5212/PraxEduc.v.8i1.0006
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/5374
identifier_str_mv 10.5212/PraxEduc.v.8i1.0006
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/5374/3473
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 Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 8 No. 1 (2013); 133-171
Práxis Educativa; Vol. 8 Núm. 1 (2013); 133-171
Práxis Educativa; V. 8 N. 1 (2013); 133-171
Práxis Educativa; v. 8 n. 1 (2013); 133-171
1809-4309
1809-4031
10.5212/PraxEduc.v.8i1
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
_version_ 1799317612022202368

Registros relacionados