Complexity of Practical Work in Portuguese Primary Science Textbooks
Practical work and textbooks have an important role in primary science education. This study analyses the complexity of practical work in Portuguese primary science textbooks. The level of complexity was appreciated by the level of conceptual demand of practical work, as given by the type of practic...
Gespeichert in:
| Veröffentlicht in: | Investigações em Ensino de Ciências 2021-12, Vol.26 (3), p.281-297 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 297 |
|---|---|
| container_issue | 3 |
| container_start_page | 281 |
| container_title | Investigações em Ensino de Ciências |
| container_volume | 26 |
| creator | Ferreira, Sílvia Saraiva, Leonor |
| description | Practical work and textbooks have an important role in primary science education. This study analyses the complexity of practical work in Portuguese primary science textbooks. The level of complexity was appreciated by the level of conceptual demand of practical work, as given by the type of practical work, the complexity of scientific knowledge, the complexity of cognitive skills and the degree of relation between theory and practice. The explicitness of practical work was also analysed. The study followed an approach that combines quantitative and qualitative methods of analysis and a total of 176 units of analysis were evaluated from six science textbooks, chosen among the most selected in Portuguese primary schools. The results showed that textbooks evidence a tendency towards a low level of conceptual demand of practical work, considering the proposals for practical activities and the related evaluation questions. Practical activities, mainly focused on practical exercises and illustrative experiences, tend to mobilize scientific knowledge and cognitive skills of a low level of complexity and point out to an apparent relation between theory and practice. The evaluation questions present a lower level of conceptual demand. The results also showed a weak concern with the explicitness of the practical work. However, findings also indicated that there are differences between the textbooks. |
| doi_str_mv | 10.22600/1518-8795.ienci2021v26n3p281 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_doaj_</sourceid><recordid>TN_cdi_proquest_journals_2615970579</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><doaj_id>oai_doaj_org_article_0d538d33ea994f54a3da7d631e9edd11</doaj_id><sourcerecordid>2615970579</sourcerecordid><originalsourceid>FETCH-LOGICAL-c307t-b7692ce9a21663e9249a02ede4153444b9a2c1847d7512271909cdf693c134e03</originalsourceid><addsrcrecordid>eNplUU1Lw0AQXUTBov0PAfGYurO7yWYPHqR-FQoWrHhcNruTkjbNxk0q7b83baUInmaY93jz5g0ht0BHjKWU3kECWZxJlYxKrG3JKINvlta8YRmckcEJPv_TX5Jh25Y5pUIyyDgMyOPYr5sKt2W3i3wRzYKxXWlNFX36sIrKOpr50G0WG2yxB8u1Cbvo3e43YjTHbZd7v2qvyUVhqhaHv_WKfDw_zcev8fTtZTJ-mMaWU9nFuUwVs6gMgzTlqJhQhjJ0KCDhQoi8RyxkQjqZAGMSFFXWFaniFrhAyq_I5KjrvFnq5mhHe1Pqw8CHhTaht1-hpi7hmeMcjVKiSIThzkiXckCFzgH0WjdHrSb4r_68Ti_9JtS9fc1SSJSkiVQ96_7IssG3bcDitBWoPvxB78PV-3D1_z_wH6SKfNg</addsrcrecordid><sourcetype>Open Website</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2615970579</pqid></control><display><type>article</type><title>Complexity of Practical Work in Portuguese Primary Science Textbooks</title><source>DOAJ Directory of Open Access Journals</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><creator>Ferreira, Sílvia ; Saraiva, Leonor</creator><creatorcontrib>Ferreira, Sílvia ; Saraiva, Leonor</creatorcontrib><description>Practical work and textbooks have an important role in primary science education. This study analyses the complexity of practical work in Portuguese primary science textbooks. The level of complexity was appreciated by the level of conceptual demand of practical work, as given by the type of practical work, the complexity of scientific knowledge, the complexity of cognitive skills and the degree of relation between theory and practice. The explicitness of practical work was also analysed. The study followed an approach that combines quantitative and qualitative methods of analysis and a total of 176 units of analysis were evaluated from six science textbooks, chosen among the most selected in Portuguese primary schools. The results showed that textbooks evidence a tendency towards a low level of conceptual demand of practical work, considering the proposals for practical activities and the related evaluation questions. Practical activities, mainly focused on practical exercises and illustrative experiences, tend to mobilize scientific knowledge and cognitive skills of a low level of complexity and point out to an apparent relation between theory and practice. The evaluation questions present a lower level of conceptual demand. The results also showed a weak concern with the explicitness of the practical work. However, findings also indicated that there are differences between the textbooks.</description><identifier>ISSN: 1518-8795</identifier><identifier>ISSN: 1518-9384</identifier><identifier>EISSN: 1518-8795</identifier><identifier>DOI: 10.22600/1518-8795.ienci2021v26n3p281</identifier><language>eng</language><publisher>Porto Alegre: Universidade Federal do Rio Grande do Sul, Instituto de Física</publisher><subject>Cognition & reasoning ; Cognitive ability ; conceptual demand ; Elementary School Science ; Elementary schools ; Knowledge ; practical work ; primary school ; Science education ; textbook analysis ; Textbooks ; Thinking Skills</subject><ispartof>Investigações em Ensino de Ciências, 2021-12, Vol.26 (3), p.281-297</ispartof><rights>2021. This work is published under http://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c307t-b7692ce9a21663e9249a02ede4153444b9a2c1847d7512271909cdf693c134e03</citedby><orcidid>0000-0003-0646-1601 ; 0000-0002-8040-1351</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,861,27905,27906</link.rule.ids></links><search><creatorcontrib>Ferreira, Sílvia</creatorcontrib><creatorcontrib>Saraiva, Leonor</creatorcontrib><title>Complexity of Practical Work in Portuguese Primary Science Textbooks</title><title>Investigações em Ensino de Ciências</title><description>Practical work and textbooks have an important role in primary science education. This study analyses the complexity of practical work in Portuguese primary science textbooks. The level of complexity was appreciated by the level of conceptual demand of practical work, as given by the type of practical work, the complexity of scientific knowledge, the complexity of cognitive skills and the degree of relation between theory and practice. The explicitness of practical work was also analysed. The study followed an approach that combines quantitative and qualitative methods of analysis and a total of 176 units of analysis were evaluated from six science textbooks, chosen among the most selected in Portuguese primary schools. The results showed that textbooks evidence a tendency towards a low level of conceptual demand of practical work, considering the proposals for practical activities and the related evaluation questions. Practical activities, mainly focused on practical exercises and illustrative experiences, tend to mobilize scientific knowledge and cognitive skills of a low level of complexity and point out to an apparent relation between theory and practice. The evaluation questions present a lower level of conceptual demand. The results also showed a weak concern with the explicitness of the practical work. However, findings also indicated that there are differences between the textbooks.</description><subject>Cognition & reasoning</subject><subject>Cognitive ability</subject><subject>conceptual demand</subject><subject>Elementary School Science</subject><subject>Elementary schools</subject><subject>Knowledge</subject><subject>practical work</subject><subject>primary school</subject><subject>Science education</subject><subject>textbook analysis</subject><subject>Textbooks</subject><subject>Thinking Skills</subject><issn>1518-8795</issn><issn>1518-9384</issn><issn>1518-8795</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>DOA</sourceid><recordid>eNplUU1Lw0AQXUTBov0PAfGYurO7yWYPHqR-FQoWrHhcNruTkjbNxk0q7b83baUInmaY93jz5g0ht0BHjKWU3kECWZxJlYxKrG3JKINvlta8YRmckcEJPv_TX5Jh25Y5pUIyyDgMyOPYr5sKt2W3i3wRzYKxXWlNFX36sIrKOpr50G0WG2yxB8u1Cbvo3e43YjTHbZd7v2qvyUVhqhaHv_WKfDw_zcev8fTtZTJ-mMaWU9nFuUwVs6gMgzTlqJhQhjJ0KCDhQoi8RyxkQjqZAGMSFFXWFaniFrhAyq_I5KjrvFnq5mhHe1Pqw8CHhTaht1-hpi7hmeMcjVKiSIThzkiXckCFzgH0WjdHrSb4r_68Ti_9JtS9fc1SSJSkiVQ96_7IssG3bcDitBWoPvxB78PV-3D1_z_wH6SKfNg</recordid><startdate>20211201</startdate><enddate>20211201</enddate><creator>Ferreira, Sílvia</creator><creator>Saraiva, Leonor</creator><general>Universidade Federal do Rio Grande do Sul, Instituto de Física</general><general>Universidade Federal do Rio Grande do Sul</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CLZPN</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PIMPY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>DOA</scope><orcidid>https://orcid.org/0000-0003-0646-1601</orcidid><orcidid>https://orcid.org/0000-0002-8040-1351</orcidid></search><sort><creationdate>20211201</creationdate><title>Complexity of Practical Work in Portuguese Primary Science Textbooks</title><author>Ferreira, Sílvia ; Saraiva, Leonor</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c307t-b7692ce9a21663e9249a02ede4153444b9a2c1847d7512271909cdf693c134e03</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Cognition & reasoning</topic><topic>Cognitive ability</topic><topic>conceptual demand</topic><topic>Elementary School Science</topic><topic>Elementary schools</topic><topic>Knowledge</topic><topic>practical work</topic><topic>primary school</topic><topic>Science education</topic><topic>textbook analysis</topic><topic>Textbooks</topic><topic>Thinking Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ferreira, Sílvia</creatorcontrib><creatorcontrib>Saraiva, Leonor</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Latin America & Iberia Database</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>Investigações em Ensino de Ciências</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ferreira, Sílvia</au><au>Saraiva, Leonor</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Complexity of Practical Work in Portuguese Primary Science Textbooks</atitle><jtitle>Investigações em Ensino de Ciências</jtitle><date>2021-12-01</date><risdate>2021</risdate><volume>26</volume><issue>3</issue><spage>281</spage><epage>297</epage><pages>281-297</pages><issn>1518-8795</issn><issn>1518-9384</issn><eissn>1518-8795</eissn><abstract>Practical work and textbooks have an important role in primary science education. This study analyses the complexity of practical work in Portuguese primary science textbooks. The level of complexity was appreciated by the level of conceptual demand of practical work, as given by the type of practical work, the complexity of scientific knowledge, the complexity of cognitive skills and the degree of relation between theory and practice. The explicitness of practical work was also analysed. The study followed an approach that combines quantitative and qualitative methods of analysis and a total of 176 units of analysis were evaluated from six science textbooks, chosen among the most selected in Portuguese primary schools. The results showed that textbooks evidence a tendency towards a low level of conceptual demand of practical work, considering the proposals for practical activities and the related evaluation questions. Practical activities, mainly focused on practical exercises and illustrative experiences, tend to mobilize scientific knowledge and cognitive skills of a low level of complexity and point out to an apparent relation between theory and practice. The evaluation questions present a lower level of conceptual demand. The results also showed a weak concern with the explicitness of the practical work. However, findings also indicated that there are differences between the textbooks.</abstract><cop>Porto Alegre</cop><pub>Universidade Federal do Rio Grande do Sul, Instituto de Física</pub><doi>10.22600/1518-8795.ienci2021v26n3p281</doi><tpages>17</tpages><orcidid>https://orcid.org/0000-0003-0646-1601</orcidid><orcidid>https://orcid.org/0000-0002-8040-1351</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1518-8795 |
| ispartof | Investigações em Ensino de Ciências, 2021-12, Vol.26 (3), p.281-297 |
| issn | 1518-8795 1518-9384 1518-8795 |
| language | eng |
| recordid | cdi_proquest_journals_2615970579 |
| source | DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals |
| subjects | Cognition & reasoning Cognitive ability conceptual demand Elementary School Science Elementary schools Knowledge practical work primary school Science education textbook analysis Textbooks Thinking Skills |
| title | Complexity of Practical Work in Portuguese Primary Science Textbooks |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-19T08%3A00%3A52IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_doaj_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Complexity%20of%20Practical%20Work%20in%20Portuguese%20Primary%20Science%20Textbooks&rft.jtitle=Investiga%C3%A7%C3%B5es%20em%20Ensino%20de%20Ci%C3%AAncias&rft.au=Ferreira,%20S%C3%ADlvia&rft.date=2021-12-01&rft.volume=26&rft.issue=3&rft.spage=281&rft.epage=297&rft.pages=281-297&rft.issn=1518-8795&rft.eissn=1518-8795&rft_id=info:doi/10.22600/1518-8795.ienci2021v26n3p281&rft_dat=%3Cproquest_doaj_%3E2615970579%3C/proquest_doaj_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2615970579&rft_id=info:pmid/&rft_doaj_id=oai_doaj_org_article_0d538d33ea994f54a3da7d631e9edd11&rfr_iscdi=true |