This article focuses on the capacity of students to develop and assess arguments during a high school genetics instructional sequence. The research focused on the locating distinction in argumentation discourse between “doing science” vs. “doing school” or “doing the lesson” (Bloome, Puro, & Theodorou, 1989). Participants in this classroom case study were high school (9th grade) students in Galicia (Spain). Students were observed, videotaped, and audiotaped while working in groups over six class sessions. Toulmin's argument pattern was used as a tool for the analysis of students' conversation and other frames were used for analyzing other dimensions of students' dialogue; (e.g., epistemic operations, use of analogies, appeal to consistency, and causal relations). Instances of “doing science” and instances of “doing the lesson” are identified and discussed as moments when the classroom discourse is dominated either by talking science or displaying the roles of students. The different arguments constructed and co‐constructed by students, the elements of the arguments, and the sequence are also discussed, showing a dominance of claims and a lesser frequence of justifications or warrants. Implications for developing effective contexts to promote argumentation and science dialogue in the classroom are discussed. © 2000 John Wiley & Sons, Inc. Sci Ed 84:757–792, 2000.

Purpose Higher education institutions have a valuable dual role in disseminating the circular economy (CE) as a new sustainability paradigm. First, the university teaches students about this subject. Second, it prepares future teachers to incorporate sustainability into other educational levels. This paper aims to present the results of implementing a set of activities designed to improve the attitudes and actions of students to reduce their daily impact on campus and to be active agents for change to the CE. Design/methodology/approach The participants were students enrolled for the Degree in Primary Education at the University of Corunna. Following a qualitative approach, students’ proposals were analyzed using the key indicators identified by the European Commission to measure progress toward the CE. Findings The results demonstrate that these activities make students reflect and act on their daily impact. They propose and develop diverse solutions on campus, such as increased paper-, water- and energy-saving activities and discover the benefits of teaching for action. However, the indicators show that they do not apply the three principles of the CE in a balanced way. Research limitations/implications An improvement should analyze the same students in the following year to verify progress. Originality/value This experience with preservice teachers may help to extend the values and knowledge associated with integral sustainability and provide CE solutions on campus and in schools throughout the country.

Resumen: En este trabajo exponemos un análisis de los curricula de ciencias de Reino Unido, Francia, Suecia, Portugal, España y Estados Unidos, para comprobar la presencia de la teoría de la evolución, como marco o como contenido. Esta revisión internacional de la normativa para Educación Primaria o Básica nos ha permitido hacer una comparación, cualitativamente significativa, de este tema en contextos legislativos y sociopolíticos diversos. A partir del análisis de los contenidos, se ha comprobado la existencia, o no, de las ideas nucleares ("core ideas") necesarias para construir el razonamiento sobre evolución. Con los resultados, hemos clasificado los estados según el diferente grado de incorporación de constructos relacionados con el modelo de la evolución. Se ha observado que, en aquellos lugares donde se incluye en el curriculum, aparece una clara posibilidad de conseguir una progresión de aprendizaje sobre el modelo. Finalmente, concluimos que esos avances pueden servir de guía para aquellos estados con menor presencia de contenidos sobre el modelo de evolución biológica en sus curricula, que son España y Portugal. Se dotaría así a la ciudadanía de los conocimientos necesarios para tomar decisiones fundamentadas en numerosos temas relacionados con la evolución, relativos a su salud y responsabilidad cívica.Palabras clave: Educación Primaria, curriculum de ciencias, modelo de evolución, progresión de aprendizaje.The model of biological evolution in the curriculum of Primary Education: An international comparative analysis Abtsract: This paper analyses the Science curriculum of Primary Education from United Kingdom, France, Sweden, Portugal, Spain and United States of America. The main purpose is to identify whether biological evolution is included on it, either as framework or as content. This international review of the legislation of Primary / Elementary Education has enabled us to deeply compare how such different legal and socio-political contexts deal with this topic. The analysis of the content have shown the existence, or not, of the core ideas to build up the reasoning about the theory of evolution. The results have allowed us to classify the states according to the different degree of introduction of constructs related to the evolution model. Wherever evolution is included in the curriculum, an effective learning progression of the model is actually possible to achieve. Thus, the citizenship would be provided with the knowledge required to make informed decisions on a wide variety of issues related to evolution, both in terms of health and civic responsibility. IntroducciónLa teoría de la evolución arrastra la polémica desde su aparición hasta la actualidad. Científicos de la época se negaron sistemáticamente a la aceptación de la teoría darwiniana y el debate alcanzó pronto a la sociedad, que recibía datos sueltos que representaban la evolución con la imagen del ser humano como un mono. Tampoco la teoría sintética de la evolución ha evitado el problema: en la posguerra española se vivía bajo un...

The aim of this paper is to partially review the historic development and present situation of Genetics Education. Three areas will be examined: 1) Those studies which analyse the significance of the subject, as well as the problems which result from it. 2) How research in this field has been affected by the controversia] move to include the subject in the curriculum for the Secondary Education. 3) The growing interest in the studies on Genetics problem solving, and its relationship with the conceptual knowledge.

Nowadays we talk about Global Citizenship Education as a basic cross-curricular approach that contributes to responding to the major world problems of humanity. Its transformative character is based on a form of learning that generates critical awareness, preparing responsible people who actively seek a more equitable and egalitarian world. This ambitious aim requires new methods that ensure a better implementation than the isolated actions that are being carried out, through interactive and participatory processes that aim to provide a holistic education. In order to achieve that, the present work proposes to approach this subject from wide collaboration, from the teaching staff of Early Childhood to University. The result is a comprehensive project which implements GCE in context, starting from a local topic to address global issues. The procedure is proposed for a later projection in any school centre, based on a central topic related to socioeconomic development of the area as a point of reference. This allows us to educate, raise awareness and research both local and global issues, in order to facilitate decision-making.Résumé: Aujourd'hui, nous parlons de l'éducation pour la citoyenneté mondiale en tant que thème transversal de base pour aider à répondre aux grands problèmes mondiaux de l'humanité. Son caractère transformateur nous force à chercher des moyens d'apprentissage qui génèrent la conscience critique, nous rendent responsables et actifs dans la recherche d'un monde plus équitable et égalitaire. Un objectif aussi ambitieux nécessite de nouvelles formules, qui assurent une mise en oeuvre au-delà des actions spécifiques en cours, grâce à des processus interactifs et participatifs qui cherchent à former complètement. Pour y parvenir, le présent travail propose d'approcher ce sujet d'une large collaboration, du personnel enseignant de l'éducation infantile à l'université. Le résultat est un projet complet du centre qui est l'ECG dans le contexte, d'un problème local pour atteindre les objectifs mondiaux. La procédure est proposée pour une projection ultérieure dans n'importe quel centre éducatif, en prenant comme référence un sujet d'intérêt dans le développement socio-économique de la région. Cela nous permet d'éduquer, de sensibiliser et de faire des recherches sur les problèmes locaux et mondiaux, afin que nous puissions décider.Mots clés: éducation à la citoyenneté mondiale; i'innovation éducative; programme collaboratif. Educação para a cidadania global: compreendendo o internacional pelo localResumo: Atualmente, falamos da Educação para a Cidadania Global como um tema transversal básico para responder aos principais problemas mundiais da humanidade. Sua natureza transformadora obriga a pesquisar formas de aprendizagem que gerem consciência crítica, tornando-nos responsáveis e ativos na procura de um mundo mais equitativo e igualitário. A realização de um objectivo tão ambicioso exige novas fórmulas, que assegurem uma implementação além das acções específicas que estão sendo realizadas, através de...