A Proposal to Enrich Teachers' Perception of the State of the World: First results

Gil‐Pérez, Daniel; Vilches, Amparo; Edwards, Mónica; Praia, João; Marques, Luís; Oliveira, Teresa

doi:10.1080/13504620303465

Cited by 37 publications

(39 citation statements)

References 18 publications

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“…All this allows the application of the new knowledge to a variety of situations to deepen and consolidate it, putting special emphasis on the STSE relationships which frame scientific development and, even more, human development, without forgetting the serious situation of planetary emergency (Gil-Pérez et al, 2003), as international institutions demand of educators in any area (United Nations, 1992).…”

Section: Iii2 What Can Be Done To Improve Physics Teaching and Learnmentioning

confidence: 99%

The supremacy of the constructivist approach in the field of physics education: myths and real challenges

Vilches¹,

Gil‐Pérez²

2012

trema

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We intend, first of all, to show that the supposed "supremacy of the constructivist epistemology" in the field of physics teaching is just a myth that hides the actual supremacy of the ineffective transmission/reception model. We then centre our analyses and proposals on the real challenges to improve students' learning and attitudes. RésuméNous essayons de montrer que la prétendue « suprématie de l'épistémologie constructiviste » dans le domaine de la didactique de la physique n'est qu'un mythe, qui cache la suprématie effective du modèle inefficace de la transmission/réception. Nous centrons ensuite nos analyses et propositions sur les défis réels pour améliorer l'apprentissage et les attitudes des étudiants.Keywords: physics education, constructivist teaching-learning strategies, inquiry-based teaching-learning strategies.Mots-clés: didactique de la physique, stratégies constructivistes pour l'enseignement/ apprentissage, stratégies d'enseignement/apprentissage basées sur l'investigation.

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Section: Iii2 What Can Be Done To Improve Physics Teaching and Learnmentioning

confidence: 99%

The supremacy of the constructivist approach in the field of physics education: myths and real challenges

Vilches¹,

Gil‐Pérez²

2012

trema

Self Cite

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“…If we wish to correctly understand the current planetary emergency and how we should act, we need to construct a global picture of the state of Planet Earth and to study the possible causes and remedies thoroughly. Table 1 summarises the ensemble of related problems, causes and challenges which characterise the state of the world (Gil-Pérez et al 2003;Marques et al 2008). …”

Section: What Obstacles Could Prevent Chemistry Teachers From Addressmentioning

confidence: 99%

“…In order to favour a collective reflection of this kind, we have used a programme of activities in many courses and workshops (Gil-Pérez et al 2003 When we have proposed this task to students (and also to teachers in training and in service), the debate enriches individual visions and although each team continues to express reductive and rather incomplete views, the ensemble of contributions usually covers a great part of the aspects studied by experts (Gil-Pérez et al 2003;Marques 2008). In fact, this activity allows students to collectively elicit the ensemble of problems and desirable actions we have synthesised in Table 1; and the same result is obtained if a similar question is posed when studying energy resources, etc.…”

Section: Table1 Problems and Challenges Which Characterise The Situamentioning

confidence: 99%

Creating a Sustainable Future: Some Philosophical and Educational Considerations for Chemistry Teaching

Vilches

Gil‐Pérez

2011

Sci & Educ

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The International Union of Pure and Applied Chemistry (IUPAC) and UNESCO have proposed that the International Year of Chemistry, 2011, should make a strong educational contribution to the goals of the UN Decade of Education for Sustainable Development. This emphasis is absolutely necessary because education for sustainability remains practically absent nowadays in many high school and university chemistry curricula all over the world. Behind this lack of attention to the current situation of planetary emergency, there are several obstacles that we analyse in this paper. We firstly discuss an extended conception of "pure Chemistry" -object of chemists' research and teaching-the object of which would just be to increase knowledge: moral problems should only appear in connection to the use of the applications of science by, generally, nonscientists. This belief that genuine scientific activity lies beyond the reach of moral judgment is logically transferred to teaching, voluntarily limited to the transmission of the corpus of knowledge. Consequently, the challenges of sustainable development, with so many social implications, are put aside. After questioning this and other obstacles, we develop the possible contribution of chemistry and chemical education to the construction of a sustainable future, in accordance with the goals of the International Year of Chemistry.

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“…All this allows the application of the new knowledge in a variety of situations to deepen and consolidate, putting special emphasis on the STSE relationships which frame scientific development and, even more, human development, without forgetting the serious situation of planetary emergency (Gil-Pe´rez et al 2003), as international institutions demand of educators of any area (United Nations 1992).…”

Section: To Overcome a Distorted And Impoverished Image Of Science: Somementioning

confidence: 99%

Technology as ‘Applied Science’

et al. 2005

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The current consideration of technology as 'applied science', this is to say, as something that comes 'after' science, justifies the lack of attention paid to technology in science education. In our paper we question this simplistic view of the science-technology relationship, historically rooted in the unequal appreciation of intellectual and manual work, and we try to show how the absence of the technological dimension in science education contributes to a na€ ve and distorted view of science which deeply affects the necessary scientific and technological literacy of all citizens.

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A Proposal to Enrich Teachers' Perception of the State of the World: First results

Cited by 37 publications

References 18 publications

The supremacy of the constructivist approach in the field of physics education: myths and real challenges

The supremacy of the constructivist approach in the field of physics education: myths and real challenges

Creating a Sustainable Future: Some Philosophical and Educational Considerations for Chemistry Teaching

Technology as ‘Applied Science’

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