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In: Crossing the Border of the Traditional Science Curriculum
Volume Editors: Maurício Pietrocola and Ivã Gurgel
Nations worldwide consider education an important tool for economic and social development, and the use of innovative strategies to prepare students for the acquisition of knowledge and skills is currently considered the most effective strategy for nurturing engaged, informed learners. In the last decade especially, European countries have promoted a series of revisions to their curricula and in the ways teachers are trained to put these into practice. Updating curriculum contents, pedagogical facilities (for example, computers in schools), and teaching and learning strategies should be seen as a routine task, since social and pedagogical needs change over time. Nevertheless, educational institutions and actors (educational departments, schools, teachers, and even students) normally tend to be committed to traditional practices. As a result of this resistance to change within educational systems, implementing educational innovation is a big challenge.
The authors of the present volume have been involved with curriculum development since 2003. This work is an opportunity to present the results of more than a decade of research into experimental, inventive approaches to science education. Most chapters concern innovative strategies for the teaching and learning of new contents, as well as methods for learning to teach them at the pre-university school level. The research is focused on understanding the pedagogical issues around the process of innovation, and the findings are grounded in analyses of the limits and possibilities of teachers’ and students’ practices in schools.
In: Mindfulness and Educating Citizens for Everyday Life


This work discusses the commitments related with the use of historical contents in science teaching. We start by considering historiographic recommendations from some classical and current research. After, we present Didactic Transposition as a way of showing the transformations scientific knowledge suffers from its original context to the school context. Our conclusion is that it is impossible to produce teaching knowledge with both historiographic and didactic certitude. There are always risks during the didactic process, and we suggest preparing the teachers to evaluate them. Following Chevallard’s suggestion, we name epistemological vigilance the skill that allows the teacher to be aware of the risks in the science education activities.

In: Science Education Research in Latin America