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The article shows methods and concepts of analysis of the nature of science in science curricula through an exemplary study made in Portugal. The study analyses the extent to which the message transmitted by the Natural Science curriculum for Portuguese middle school considers the nature of science. It is epistemologically and sociologically grounded with particular emphasis on Bernstein's theory of pedagogic discourse and Ziman's conceptualization of science construction. The study used a mixed methodology and followed a dialectical process between the theoretical and the empirical. The results show that the nature of science has a low status in the curriculum with the exception of the external sociological dimension of science. Intra-disciplinary relations between scientific and metascientific knowledge are mostly absent. Recontextualization processes occurred between the two main parts of the curriculum. These results are discussed and their consequences in terms of scientific learning are explored. The mode of analysis used in the study has the potential of highlighting the level of a science curriculum, in terms of specific aspects of the nature of science. 相似文献
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Marcelo Bronzo Paulo Tarso Vilela de Resende Marcos Paulo Valadares de Oliveira Kevin P. McCormack Paulo Renato de Sousa Reinaldo Lopes Ferreira 《International Journal of Information Management》2013
How to align business analytics with process orientation initiatives and how management can influence a synergistic accomplishment of these two elements in order to streamline organizational performance is a foremost managerial issue. By means of a quantitative research effort, a study was designed to investigate the relationships among these constructs. Empirical data were collected in 2011 from a survey of 368 large and mid-sized industrial and service companies headquartered in Brazil. A quantitative analysis was performed, and both the reliability and validity of the scales were evaluated prior to using structural equation modeling. The results demonstrate that the direct effects among BPO, analytical indicators and performance can be taken as statistically significant. The findings also demonstrate that BPO and analytical indicators can be taken as predictors of performance. The paper discusses these results and their managerial implications, as well as some research paths for future studies on the topic. 相似文献
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Mora José-Ginés Ferreira Camino Vidal Javier Vieira María-José 《Tertiary Education and Management》2015,21(1):29-40
Tertiary Education and Management - The national strategy for higher education of the Albanian government (2008–2013) stated the urgent need for universities to increase their role in the... 相似文献
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Alves João Carvalho Luísa Carvalho Renato Correia Florbela Cunha Jorge Farinha Luís Fernandes Joana Ferreira Manuela Lucas Eugénio Mourato Joaquim Nicolau Ana Nunes Sara Nunes Sandra Oliveira Pedro Pereira Cristina Pinto Sandra Silva José 《Tertiary Education and Management》2015,21(2):81-98
Tertiary Education and Management - Higher education institutions and, particularly, polytechnic institutes in Portugal are, generally speaking, recognized as the key stakeholders in regional... 相似文献
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Neuroanatomy education: The impact on perceptions,attitudes, and knowledge of an intensive course on general practice residents 
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下载免费PDF全文 Mavilde Arantes Joselina Maria Barbosa Maria Amélia Ferreira 《Anatomical sciences education》2017,10(5):465-474
General practitioners are responsible for the management of an increasing number of patients with neurological illness, and thus a solid education in neurosciences is a necessary component of their training. This study examines the effects of an intensive clinical neuroanatomy course on twenty general practice residents’ perceptions, attitudes, and knowledge. A knowledge test was completed by the participants and by a control group at four different time points. The participants were asked to answer a questionnaire about their reasons for signing up for the course and their attitudes and perceptions toward the course experience. Experimental and control groups demonstrated identical mean baseline test scores. The experimental group significantly increased its test scores (plus 49.0% correct answers, a mean improvement of 120%) relative to controls after the educational intervention. There were no differences among scores from the evaluated time points after the educational intervention in the experimental group. In the control group, there were likewise no significant differences between the four evaluated time points. Most participants indicated that they signed up for the course to update/acquire knowledge and skills in the field of neurosciences, and also because they had difficulty in diagnosing and managing patients with neurological diseases. Participants’ attitudes and perceptions toward the course experience were very positive. Most of the participants (n = 17; 85%) rated the course as “extremely useful,” and 3 (15%) rated it as “very useful.” This study provides evidence demonstrating the potential positive effect of neurosciences education to general practice residents. Anat Sci Educ 10: 465–474. © 2017 American Association of Anatomists. 相似文献
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Outcomes and satisfaction of two optional cadaveric dissection courses: A 3‐year prospective study 下载免费PDF全文
下载免费PDF全文 Diogo Pais Diogo Casal Luís Mascarenhas‐Lemos Pedro Barata Bernard J. Moxham João Goyri‐O'Neill 《Anatomical sciences education》2017,10(2):127-136
Teaching time dedicated to anatomy education has been reduced at many medical schools around the world, including Nova Medical School in Lisbon, Portugal. In order to minimize the effects of this reduction, the authors introduced two optional, semester‐long cadaveric dissection courses for the first two years of the medical school curriculum. These courses were named Regional Anatomy I (RAI) and Regional Anatomy II (RAII). In RAI, students focus on dissecting the thorax, abdomen, pelvis, and perineum. In RAII, the focus shifts to the head, neck, back, and upper and lower limbs. This study prospectively analyzes students' academic achievement and perceptions within the context of these two, newly‐introduced, cadaveric dissection courses. Students' satisfaction was assessed anonymously through a questionnaire that included items regarding students' perception of the usefulness of the courses for undergraduate teaching, as well as with regards to future professional activity. For each of the three academic years studied, the final score (1 to 20) in General Anatomy (GA), RAI, and RAII was on average 14.26 ± 1.89; 16.94 ± 1.02; 17.49 ± 1.01, respectively. The mean results were lower in GA than RAI or RAII (P < 0.001). Furthermore, students who undertook these courses ranked them highly with regards to consolidating their knowledge of anatomy, preparing for other undergraduate courses, and training for future clinical practice. These survey data, combined with data on participating students' academic achievement, lend strong support to the adoption of similar courses as complementary and compulsory disciplines in a modern medical curriculum. Anat Sci Educ 10: 127–136. © 2016 American Association of Anatomists. 相似文献
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Charbel Niño El-Hani Fábio Pedro Souza de Ferreira Bandeira 《Cultural Studies of Science Education》2008,3(3):751-779
In this commentary on Brayboy and Castagno’s paper, published in this volume, we discuss, on the one hand, many points of
agreement between their proposal of culturally responsive schooling for indigenous youth and El-Hani and Mortimer’s proposal
of culturally-sensitive science education. On the other hand, we focus on a key disagreement, not only with Brayboy and Castagno,
but with a whole body of literature on multicultural, postcolonialist, postmodernist education. The main point of disagreement
lies in the fact that we are not sure that to broaden the concept of science so as to talk about “native science” or “indigenous
science” is indeed the best strategy to attain a goal that we wholeheartedly share with Brayboy and Castagno, to value other
ways of knowing for their own sake, validity, and legitimacy.
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| Fábio Pedro Souza de Ferreira BandeiraEmail: |
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Amr ElShaer Diogo Casanova Nicholas S. Freestone Gianpiero Calabrese 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(2):590-606
Feedback on student work is a key mechanism for improving learning in higher education (HE) and can be provided in a variety of forms. Recently, many institutions have moved to the provision of electronic feedback, although evidence for the effectiveness of this is mixed. While many studies evaluating the students’ perception of feedback are now available, there is little evidence of contrasting perceptions of its value according to different disciplines. This work aims to evaluate the relationship between students’ expectations and perception of feedback, especially electronic, and the disciplinary area of study in HE. Students (n = 1017) across different courses from a post-1992 university in the UK were surveyed and categorised into five disciplinary clusters: Science, Technology, Engineering and Mathematics; Business and Accounting; Art and Design; Media and Languages; and Psychology and Social Care. Perceived relevance as well as the most pertinent features and expectations of the quality of electronic feedback for students varies according to disciplinary cluster and thus closely aligns with a specific cluster’s learning and teaching practices. The findings of this study may help institutions to reflect on the role of electronic feedback as part of their ongoing assessment practice and how teaching in the different disciplines may result in different understandings of the value of electronic feedback. 相似文献