Affordances and Constraints of Using the Socio-Political Debate for Authentic Summative Assessment

Process drama as a tool for participation in explorations of ‘wicked problems’ in upper secondary chemistry education

“…By introducing process drama that deals with complex sustainability issues, into chemistry teaching, new resources are made available to the students and teachers which may then potentially be used to promote new ways of acting. Thus, expanding the repertoires of participation of both students and teachers for tackling wicked problems (Anker-Hansen & Andrée, 2015). Process drama provide resources for students and teachers to step into the fictional world, while being aware of the real world, which may foster deeper understanding of multiple perspectives in dealing with complex sustainability issues (White & Raphael, 2023).…”

Comunidades de Prática no Ensino de Ciências: uma revisão da literatura de 1991 a 2018

“…Anker-Hansen e Andrée, 2015 [43]; Eick e Dias, 2005 [44]; El-Hani e Greca, 2011, 2013 [45][46]; Erickson, Mayer-Smith e Rodriguez, 1994 [47]; Eylon e Bagno, 2006 [13]; Friedrichsen, Munford e Orgill, 2006 [48]; Furtak e Heredia, 2014 [49]; Marques, Loureiro e Marques, 2011 [50]; Munby et al, 2006 [24]; Nicholas, 2017 [51]; Ryder e Banner, 2013 [52]; Saka, Southerland e Brooks, 2009 [53], Swanson e Coddington, 2016 [54]. [104, p. 1099] o espaço físico é insuficiente para definir o caráter das práticas educativas que nele se encerram, visto que práticas educativas não formais podem ter lugar no espaço físico da escola, assim como práticas formais podem ocorrer (e de fato ocorrem) em lugares como museus, tidos como espaços de práticas não formais.…”

Exploring the problems and potential of curriculum‐making for social learning: Implications for policy and practice

“…Recent research (White & Kern, 2018) has shown how simplistic interventions in complex educational settings may do more harm than good, and that subject teachers do not always feel competent to deal with non‐academic issues in their teaching (Uitto & Saloranta, 2017). Anker‐Hansen and Andrée (2015) find that teachers’ use of classroom debates in science education is entwined with students’ social motives of expressing desirability and winning the debate. Other studies demonstrate how teachers may be overwhelmed by already crowded curricula and increasing demands to support non‐academic outcomes in schools (Tancred et al, 2018).…”