1 Conceptual demand of practical work in science curricula: A methodological approach a Sílvia Ferreira b Ana Maria Morais Institute of Education, University of Lisbo n Abstract The article addresses the issue of the level of complexity of practical work in science curricula and is focused on the discipline of Biology and Geology for high school. The level of complexity is seen in terms of the emphasis and types of practical work and, most important, in terms of its level of conceptual demand as given by the complexity of scientific knowledge, the degree of inter-relation between knowledges and the complexity of cognitive skills. The study also analyzes recontextualizing processes that may occur within the official recontextualizing field. The study is psychologically and sociologically grounded, particularly on Bernstein’s theory of pedagogic discourse . It uses a mixed methodology. The results show that practical work is poorly represented in the curriculum, particularly i n the case of laboratory work. The level of conceptual demand of practical work varies according to the text under analysis, between the two subjects Biology and Geology and, within each one of them, between general and specific guidelines. Aspects studied are not clearly explicated to curriculum receivers (teachers and textbooks authors). The meaning of these findings is discussed in the article. In methodological terms, the study explores assumptions used in the analysis of the level of conceptual demand and presents innovative instruments constructed for developing this analysis. Keywords: science education; practical work; conceptual demand; science curriculum a Revised personal version of the article published in: Research in Science Education, July 2013, DOI: 10.1007/s11165-013-9377-7. Research in Science Education homepage: http://www.springer.com/education+%26+language/science+education/journal/11165 b Corresponding author, [email protected].
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8/13/2019 Conceptual demand of practical work in science curricula (Ferreira & Morais, 2013)
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