Crossing the Border of the Traditional Science Curriculum

Innovative Teaching and Learning in Basic Science Education

  • Maurício Pietrocola
  • Ivã Gurgel

Part of the Bold Visions in Educational Research book series (BVER)

Table of contents

  1. Front Matter
    Pages i-xv
  2. Maxwell Siqueira
    Pages 23-43
  3. Márlon Pessanha, Maurício Pietrocola
    Pages 45-59
  4. Luís Paulo de Carvalho Piassi, Rui Manoel de Bastos Vieira, Emerson Izidoro Dos Santos
    Pages 73-93
  5. Milton Schivani, Maurício Pietrocola
    Pages 115-125
  6. Cibelle Celestino Silva, Pedro Donizete Colombo Jr.
    Pages 127-141
  7. Alexandre Bagdonas, André Noronha, Vitor Machado, Felipe Velásquez, Ivã Gurgel
    Pages 163-179
  8. Thaís Cyrino de Mello Forato, Alexandre Bagdonas
    Pages 181-206
  9. Ivã Gurgel, Maurício Pietrocola, Danilo Cardoso
    Pages 207-225
  10. Maristela Do Nascimento Rocha, Ivã Gurgel
    Pages 227-247

About this book


Nations worldwide consider education an important tool for economic and social development, and the use of innovative strategies to prepare students for the acquisition of knowledge and skills is currently considered the most effective strategy for nurturing engaged, informed learners. In the last decade especially, European countries have promoted a series of revisions to their curricula and in the ways teachers are trained to put these into practice. Updating curriculum contents, pedagogical facilities (for example, computers in schools), and teaching and learning strategies should be seen as a routine task, since social and pedagogical needs change over time. Nevertheless, educational institutions and actors (educational departments, schools, teachers, and even students) normally tend to be committed to traditional practices. As a result of this resistance to change within educational systems, implementing educational innovation is a big challenge. The authors of the present volume have been involved with curriculum development since 2003. This work is an opportunity to present the results of more than a decade of research into experimental, inventive approaches to science education. Most chapters concern innovative strategies for the teaching and learning of new contents, as well as methods for learning to teach them at the pre-university school level. The research is focused on understanding the pedagogical issues around the process of innovation, and the findings are grounded in analyses of the limits and possibilities of teachers’ and students’ practices in schools.


innovation Teaching and Learning Sequences teacher professional development science education curriculum update

Editors and affiliations

  • Maurício Pietrocola
    • 1
  • Ivã Gurgel
    • 2
  1. 1.School of EducationUniversity of São PauloBrazil
  2. 2.Institute of PhysicsUniversity of São PauloBrazil

Bibliographic information