2.2.10.a. Analysis of nacional science curriculum of Middle School: Instructional context - Complexity of cognitive competences (2006)
2.2.9. Analysis of nacional science curriculum of Middle School: Instructional context - Complexity of scientific contents (2006)
2.2.8. Analysis of nacional science curriculum of Middle School: Processes of science construction - Metascientific contents (2006)
2.2.7. Analysis of nacional science curriculum of Middle school: Dimensions of science construction - Contents and competences (2006)
2.2.6. Analysis of Biology and Geology syllabus (10th grade): Intradisciplinary relations - Theory/practice relation (2005)
2.2.5. Analysis of Biology and Geology syllabus (10th grade): Ministry of Education-teachers relation - Evaluation criteria regarding to intradisciplinary relations (Scientific/metascientific contents) (2005)
2.2.4. Analysis of Biology and Geology syllabus (10th grade): Ministry of Education-Teachers relation - Evaluation criteria regarding to metascientific contents (2005)
2.2.3. Analysis of Biology and Geology syllabus (10th grade): Intradisciplinary relations - Scientific/metascientific contents (2005)
2.2.2. Analysis of Biology and Geology syllabus (10th grade): Instructional context - Metascientific contents (2005)
2.2.1. Analysis of Biology and Geology syllabus (10th grade): Dimensions of science construction - Concepts and competences (2005)
2.3. Characterisation of the sociological message of textbooks
2.3.4. Analysis of Primary School curriculum materials (Sciences): -
Regulative context - The how (2006)
2.3.3. Analysis of Primary School curriculum materials (Sciences): -
Instructional context - The how (2006)
2.3.2. Analysis of Primary School curriculum materials (Sciences): -
Instructional context - The what (2006)
2.3.1. Model of analysis of textbooks for Middle School (1997)
2.4. Characterisation of the conceptual demand in assessment tests
2.4.1. Analysis for Secondary School Biology tests (2003)
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3.6. Learning activities for Kindergarten: Experiments about air (2001)
3.5. Learning activities for Kindergarten: Experiments about flutuation (2001)
3.4. State changes - Teaching unit for Primary School (1996-2001)
(available in the ESSA Group)
3.3. Making experiments with air - Teaching unit for Primary School (1996-2001)
(available in the ESSA Group)
3.2. Reproduction in plants with flower - Teaching unit for Primary School
(available in the ESSA Group)
3.1. State changes of water - Teaching unit for Elementary School (1995)
(available in the ESSA Group)
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4.1.
Questionnaires/ Interviews
4.1.13. Questionnaire to Biology and Geology teachers (10th grade) –
Science construction in science education (2014)
4.1.12. Specific coding orientation and socio-afective dispositions –
Interview to students of Initial Teachers' Education (2014)
4.1.11. Interview to Biology and Geology teachers (10th grade) – Practical work
in science education (2011)
4.1.10. Specific coding orientation: Interview to teachers of 9th grade (2006)
4.1.9. Specific coding orientation: Interview to Biology and Geology teachers (10th grade) (2005)
4.1.8. Specific coding orientation: Interview to Kindergarten teachers (2nd moment) (2001)
4.1.7. Specific coding orientation: Interview to Kindergarten teachers (1st moment) (2001)
4.1.6. General interview to Kindergarten teachers (2001)
4.1.5. Conceptions about experimental work: Interview to teachers of Physics/Chemistry in
Middle School (2000)
4.1.4. Specific coding orientation: Interview to teachers of Primary School (2nd moment) (1998)
4.1.3. Specific coding orientation: Interview to teachers of Primary School (1st moment) (1998)
4.1.2. General interview to teachers of Primary School (1998)
4.1.1. The role of action-research in the pedagogic practice at the level of the regulative context: Interview to
Primary School teachers (1995)
4.2. Characterisation of modalities of teacher education
4.2.6.
Characterisation of pedagogic practice in Initial Teachers' Education for
primary school - Instructional and regulative contexts - The how:
Teacher-students' relation (2014)
4.2.5. Characterisation of pedagogic practice in Initial Teachers' Education
for primary school - Instructional context - The how:
Relation between discourses (2014)
4.2.4. Modality of pedagogic code underlying the education of Kindergarten teachers – Regulative context (2001)
4.2.3. Modality of pedagogic code underlying the education of Kindergarten teachers – Instructional context (2001)
4.2.2. Modality of pedagogic code underlying the education of Primary School teachers: Regulative context (1997)
4.2.1. Modality of pedagogic code underlying the education of Primary School teachers: Instructional context (1997)
4.3. Activities for teacher education
4.3.3.
Activities for
Initial Teacher Training - Teachers' guide (2011-2012)
Saraiva, L. e Neves, I. P. (2011-2012)
4.3.2. Activities for Primary School teachers (1996-2001)
Morais, A.
M., Neves, I. P. e Rosa, C. (2001-2003)
(available in the ESSA Group)
4.3.1. Activities for Kindergarten teachers (2001-2003)
Morais, A. M.,
Neves, I. P., Afonso, M. e Pires, D. (1996-2001)
(available in the ESSA Group)
5.4. Conceptions about acience and about science
teaching – Questionnaire to undergraduate students (2011)
5.3. Pedagogical and ideological principles of Primary School teachers: Interview guidelines (2006)
5.2. Pedagogical and ideological principles of Midle School curriculum authors:
Interview guidelines (2006)
5.1. Conceptions about science - Questionnaire to Middle School students (1998)