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Hegemonic and Counter-Hegemonic Discourses in Science Education from the Perspective of a Post-Critical Curriculum Theory
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Rezende, Flavia; Ostermann, Fernanda – Cultural Studies of Science Education, 2020
This paper explores various theories of curriculum intending to provide a new approach--which we regard as a significant theoretical contribution--to examine the broad set of different discourses that have been shaping science education. We first introduce concepts and values that support traditional and critical curriculum theories and offer some…
Descriptors: Science Education, Science Curriculum, Educational Theories, Discourse Analysis
Hegemonic and Counter-Hegemonic Discourses in Science Education Scholarship from the Perspective of Post-Critical Curricular Theories
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Rezende, Flavia; Ostermann, Fernanda – Cultural Studies of Science Education, 2020
Although in-depth educational reviews can be carried out building on curricular theories, the appropriation of this knowledge by science education scholarship can still be considered timid. In this paper, our intention is to work on this interface; we first introduce basic concepts from the main curricular frameworks and bring possible…
Descriptors: Science Education, Scholarship, Discourse Analysis, Critical Theory
South Epistemologies to Invent Post-Pandemic Science Education
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Rezende, Flavia; Ostermann, Fernanda; Guerra, Andreia – Cultural Studies of Science Education, 2021
Besides being a country with high inequality, Brazil faces an alarming sociohistorical moment in which the coronavirus disease 2019 (COVID-19) pandemic is exacerbating a disastrous political situation that promotes polarization and social division. The context of this situation is described here through a critical lens, as a justification for…
Descriptors: Foreign Countries, Social Bias, COVID-19, Pandemics
A Lakatosian Framework To Analyze Situations of Cognitive Conflict and Controversy in Students' Understanding of Heat Energy and Temperature.
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Laburu, Carlos Eduardo; Niaz, Mansoor – Journal of Science Education and Technology, 2002
Analyzes (n=32) Brazilian secondary school students' interactions (conflicts, controversies, and arguments) as they participate in an intact 9th grade classroom activity designed to facilitate their understanding of heat energy and temperature. Reports that the differentiation between heat energy and temperature constitutes considerable…
Descriptors: Concept Formation, Energy, Epistemology, Foreign Countries
Teachers' Views on the Nature of Models
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Justi, Rosaria S.; Gilbert, John K. – International Journal of Science Education, 2003
A semi-structured interview was used in Brazil to enquire into the "notion of model" held by a total sample of 39 science teachers who were: employed in "fundamental" (6-14 years) and "medium" (15-17 years) schools; student science teachers currently doing their practicum; and university science teachers. Seven…
Descriptors: Foreign Countries, Science Education, Science Teachers, Teacher Attitudes
What Happens to the Food We Eat? Children's Conceptions of the Structure and Function of the Digestive System.
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Teixeira, Francimar Martins – International Journal of Science Education, 2000
Describes children's conceptions of the structure and function of the human digestive system based on an investigation carried out with children aged 4-10 (n=45). Finds that children possess biological knowledge as an independent knowledge domain from the age of four. Discusses acquisition of and barriers to scientific concepts related to human…
Descriptors: Biological Sciences, Cognitive Development, Cognitive Processes, Elementary Education