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“…Alguns estudos que se situam no âmbito do desenvolvimento de habilidades e competências dirigem-se em propiciar situações nas quais os estudantes possam mobilizar conhecimentos/saberes, não com a finalidade de repeti-los/reproduzi-los, mas de utilizá-los em situações de modo que sejam capazes de argumentar, de pensar, de ler e agir criticamente (Márquez;Prat, 2010;Márquez, 2009). Tal discussão implica, em um campo emergente em didática das ciências, a transferência de competências e habilidades como eixo orientador aos currículos (Gilbert;Bulte;Pilot, 2011;Brown, 1992, Jiménez-Aleixandre;Diaz Bustamante, 2003;Kelly, 2005;entre outros).…”
Section: Análise De Instrumentos De Avaliação Como Recurso Formativounclassified
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“…Alguns estudos que se situam no âmbito do desenvolvimento de habilidades e competências dirigem-se em propiciar situações nas quais os estudantes possam mobilizar conhecimentos/saberes, não com a finalidade de repeti-los/reproduzi-los, mas de utilizá-los em situações de modo que sejam capazes de argumentar, de pensar, de ler e agir criticamente (Márquez;Prat, 2010;Márquez, 2009). Tal discussão implica, em um campo emergente em didática das ciências, a transferência de competências e habilidades como eixo orientador aos currículos (Gilbert;Bulte;Pilot, 2011;Brown, 1992, Jiménez-Aleixandre;Diaz Bustamante, 2003;Kelly, 2005;entre outros).…”
Section: Análise De Instrumentos De Avaliação Como Recurso Formativounclassified
“…Numerosas investigaciones ya han señalado que para empezar a trabajar en la enseñanza de las ciencias en primaria el camino sería el planteamiento de preguntas contextualizadas a los alumnos, permitiendo que estos indaguen a través de nuevas preguntas y del diseño de experiencias que aporten explicaciones a las preguntas planteadas (Jiménez Aleixandre, 2003;Gilbert et al, 2011;Sanmartí et al, 2011;entre otros). La comunicación por parte del alumnado de sus propias dudas, de sus ideas en torno al diseño y, desde luego, su participación en la elaboración de las conclusiones serían aspectos ineludibles en una actividad de indagación desde la etapa de primaria (Gil Quílez et al, 2008;Gándara y Cortés, 2008).…”
Section: Consideraciones Finales E Implicaciones Para La Enseñanzaunclassified
“…For instance, wind turbines are seen as a scientific context which can be addressed with different conceptual foci (energetic aspects, mechanics, material properties, as well as their interplay), providing the opportunity to engage in theoretical and experimental investigations, and allowing students to engage in personal, societal and/or technical perspectives with regard to a topic that has a high (in this case societal) relevance (cf. Gilbert 2006;Gilbert et al 2011). Hence, contexts are defined in close correspondence to specific topics, in contrast to rather specific situations (e.g.…”
Section: Contexts In Science Education-empirical Findingsmentioning
“…Here, a context is Bsituated as a cultural entity in a society^ (Gilbert 2006, p. 970), meaning that primarily actual societal and cultural, not necessarily primarily scientific issues are the focal events of the lesson and teachers as well as students work on them together using scientific concepts and models in some kind of community of practice. Gilbert et al (2011) only consider the latter model to sufficiently fulfil the four criteria of contextual learning proposed by Duranti and Goodwin (1992).…”
Section: Contexts In Science Education-definitions and Differentiationsmentioning