The Nature of Science in Secondary School Geology: Studying Recontextualizing Processes

Abstract

The chapter analyzes official curricula and textbooks of geology teaching in Portuguese secondary school (age 15–16). In epistemological terms, the study uses Ziman’s conceptualization of science construction and in sociological terms uses Bernstein’s model of pedagogical discourse. Methodologically, the study combines quantitative and qualitative methods of analysis. The results show that recontextualizing processes did occur within the curricula and between the curricula and textbooks. It influences teachers perceptions of the messages contained in these texts and may have consequences for their pedagogical practices.