Browsing by Author "Panayides, Andreas"
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- EuroScitizen Working Group 2 I Identifying needs and opportunities to improve the contribution of formal education to public literacy on evolutionPublication . Sá-Pinto, Xana; Mavrikaki, Evangelia; Realdon, Giulia; Vásquez Ben, Lucía; Pessoa, Patrícia; Korfiatis, Kostas; Panayides, Andreas; Aanen, Duur K.; Pinxten, Rianne; Scheuch, Martin; Jenkins, Tania; Dufour, Heloise; Sousa, Bruno; Nogueira, Teresa; Cavadas, BentoEuroScitizen is a COST Action and involves a research network whose aim is to identify strategies to raise levels of scientific literacy about evolution in Europe. EuroScitizen comprises five working groups (WG) and this poster summarizes the current achievements of WG2 on formal education. WG2 aims to identify the needs and opportunities to improve the teaching of evolution since the first school years in distinct countries and enhance the contribution of formal education to European public scientific literacy on this important topic. To achieve these objectives we are studying: i) the school curricula and ii) textbooks of the participating countries; iii) teachers’ content knowledge, pedagogical content knowledge, attitudes and beliefs about teaching evolution and effective methodologies and strategies to empower teachers about evolution education; and iv) strategies to promote evolution understanding in elementary school students. This poster presents some of the current achievements of WG2, such as: i) publication of a paper about the development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE); ii) comparison of the content of most adopted textbooks in the schools of 8 countries, from the 1st to the 9th grade, about the presence of evolution Big Ideas; iii) identification of teachers’ best practices in evolution education and teacher’ training actions about evolution education; and iv) the publication of a study about the evolutionary concepts that elementary school students most often used after a pedagogical intervention. The next steps of the WG2 are also presented.
- Evolution in European and Israeli school curricula – a comparative analysisPublication . Mavrikaki, Evangelia; Realdon, Giulia; Aivelo, Tuomas; Bajrami, Ani; Dilek Bakanay, Çiçek; Beniermann, Anna; Blagojević, Jelena; Butkeviciene, Egle; Cavadas, Bento; Cossu, Costantina; Cvetković, Dragana; Drobniak, Szymon M.; Özgür Durmuş, Zelal; Marta Dvořáková, Radka; Eens, Marcel; Eret, Esra; Eroglu, Seckin; Anna Gazda, Małgorzata; Georgiou, Martha; Gostling, Neil J.; Gregorčič, Tanja; Janštová, Vanda; Jenkins, Tania; Kervinen, Anttoni; Korfiatis, Konstantinos; Kuschmierz, Paul; Lendvai, Ádám Z.; de Lima, Joelyn; Miri, Fundime; Nogueira, Teresa; Panayides, Andreas; Paolucci, Sylvia; Papadopoulou, Penelope; Pessoa, Patrícia; Pinxten, Rianne; Rios Rocha, Joana; Fernández Sánchez, Andrea; Siani, Merav; Sokoli, Elvisa; Sousa, Bruno; Stasinakis, Panagiotis K.; Torkar, Gregor; Valackiene, Asta; Varga, Máté; Vázquez Ben, Lucía; Yarden, Anat; Sá-Pinto, XanaThe contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.