Scientific Literacy and the Science Curriculum Reorganisation in Portugal

Authors

DOI:

https://doi.org/10.1590/2175-6236129450vs01

Keywords:

Scientific Literacy, Curriculum Reforms, Science Education, 3rd Cycle of Basic Education, Science Curriculum

Abstract

The study analyses the curricular reorganisation in science teaching in the Portuguese 3rd cycle of basic education, explores how scientific literacy is embraced in the curriculum and analyses the evolution in the students’ results in the external assessments PISA and TIMSS. The curriculum reforms have culminated in two documents in force in science education: Essential Apprenticeships and Profile of Students Leaving Compulsory Schooling. In both, the development of scientific literacy is one of the main goals to be achieved. During the curricular changes, the emphasis on the importance of scientific literacy for the students’ education has increased, which is reflected in the relevant growth of Portugal’s results in external assessments.

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Author Biographies

Marcelo Coppi, Centro de Investigação em Educação e Psicologia da Universidade de Évora (CIEP-UE), Évora – Portugal

He has a degree in Biological Sciences from Centro Universitário São Camilo, a Master in Education - Training of Trainers from Pontifícia Universidade Católica de São Paulo (PUC-SP) and a PhD Research Fellow in Education Sciences at the Center for Research in Education and Psychology of the University of Évora. His main areas of work are Scientific Literacy and Pedagogical Evaluation.

Isabel Fialho, Center for Research in Education and Psychology of the University of Évora (CIEP-UE)

PhD in Education Sciences from the University of Évora. She is a Professor in the Department of Pedagogy and Education and an integrated member of the Center for Research in Education and Psychology (CIEP-UE). She teaches in undergraduate, master and doctoral courses in the area of Education Sciences. She has participated in national and international research projects in the area of school evaluation, evaluation of learning, inclusive practices, academic success, collaborative learning and educational technologies with publications in these areas. She collaborates with the Inspectorate of Education in Guinea and São Tomé and Príncipe. She has coordinated evaluation studies and participates as an expert in national programmes of the Ministry of Education: External Evaluation of Schools (since 2007) and "Priority Intervention Educational Territories" (since 2015).

Marília Cid, Center for Research in Education and Psychology of the University of Évora (CIEP-UE)

PhD in Educational Sciences, Associate Professor at the Department of Pedagogy and Education of the University of Évora, and develops teaching activity in the fields of educational assessment, science didactics and educational research. She is a researcher at the Center for Research in Education and Psychology of the University of Évora, of which she was director between 2013 and 2019, and has participated in several national and international research projects in the areas of educational assessment, inclusive practices, science didactics and academic success. She participates as an external expert in the monitoring of the Educational Priority Intervention Territories Programme and in the External Evaluation of Schools Programme.

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Published

2024-01-15

How to Cite

Coppi, M., Fialho, I., & Cid, M. (2024). Scientific Literacy and the Science Curriculum Reorganisation in Portugal. Educação & Realidade [Education & Reality], 48. https://doi.org/10.1590/2175-6236129450vs01

Issue

Vol. 48 (2023)

Section

Articles

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Copyright (c) 2023 Educação & Realidade [Education & Reality]

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This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal uses Creative Commons license Attribution 4.0 International (CC BY 4.0).

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