TY - JOUR
T1 - Opportunities to learn about the environmental issues in Chile's national science curriculum
AU - Ciudad, Marianela Beatriz Navarro
N1 - Funding Information:
Para la International Association for the Evaluation of Educational Achievement (IEA) la ODA está íntimamente relacionada con el currículum y propone un modelo de oportunidades educativas (Valverde, Bianchi, Wolfe, Schmidt y Houang, 2002). En este se hace una distinción entre el currícu-lum intencionado, implementado y alcanzado, según la cual, el currículum intencionado corresponde al currículum oficial, compuesto de objetivos y metas de aprendizaje nacionales. El currículum imple-mentado se refiere a la interpretación que los profesores hacen del currículum intencionado, donde el currículum se entiende como enseñanza. Finalmente, el currículum alcanzado concierne a lo que los estudiantes han aprendido, y estaría representado por los resultados que se alcanzan en una prueba (McDonell, 1995). A este respecto, el currículum puede ser concebido como una ODA, por ello la mejora del currículum intencionado es una condición necesaria para el progreso de los resultados y de la escuela. Según hallazgos del Segundo Estudio Internacional de Matemáticas (SIMS) de la IEA, es posible efectuar una predicción aproximada al currículum implementado a partir del currículum intencionado (McDonell, 1995).
PY - 2017/11
Y1 - 2017/11
N2 - The aim of the current study is to evaluate to what extent Chile's national science currículum offers scientific literacy opportunities related to the environment. A content analysis of curricular documents was carried out using the Survey of Mathematics and Science Opportunities methodology (SMSO) and using the environmental contents that are evaluated by PISA as a reference. Results show opportunities to learn partially aligned between the current requirements of environmental scientific literacy and Chile's national science currículum. This could explain, in part, Chilean students' scores in the area of environment. This study provides information that contributes to the development of a science currículum that promotes education for sustainable development.
AB - The aim of the current study is to evaluate to what extent Chile's national science currículum offers scientific literacy opportunities related to the environment. A content analysis of curricular documents was carried out using the Survey of Mathematics and Science Opportunities methodology (SMSO) and using the environmental contents that are evaluated by PISA as a reference. Results show opportunities to learn partially aligned between the current requirements of environmental scientific literacy and Chile's national science currículum. This could explain, in part, Chilean students' scores in the area of environment. This study provides information that contributes to the development of a science currículum that promotes education for sustainable development.
KW - Attitudes towards environmental issues
KW - CurríCulum analysis
KW - Education for sustainable development.
KW - Environmental science literacy
KW - Opportunity to learn
UR - http://www.scopus.com/inward/record.url?scp=85034265374&partnerID=8YFLogxK
U2 - 10.5565/rev/ensciencias.1961
DO - 10.5565/rev/ensciencias.1961
M3 - Article
AN - SCOPUS:85034265374
SN - 0212-4521
VL - 35
SP - 107
EP - 127
JO - Ensenanza de las Ciencias
JF - Ensenanza de las Ciencias
IS - 3
ER -