SlideShare a Scribd company logo
1 of 27
Periodic Table in 9 th   grade textbooks a critical analysis of the pedagogical approaches Orlando Figueiredo Cecília Galvão Institute of Education — University of Lisbon www.ie.ul.pt Lyon, September 5 th  to 9 th
Contents ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Figueiredo, O. & Galvão, C. — Institute of Education — University of Lisbon — www.ie.ul.pt
Introduction ,[object Object],Figueiredo, O. & Galvão, C. — Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object],[object Object],[object Object]
Introduction ,[object Object],Figueiredo, O. & Galvão, C. — Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object]
Introduction ,[object Object],Figueiredo, O. & Galvão, C. — Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object]
The Periodic Table ,[object Object],Figueiredo, O. & Galvão, C. — Institute of Education — University of Lisbon — www.ie.ul.pt
The Periodic Table ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object]
The Periodic Table ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object],[object Object]
The Periodic Table ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object]
The Periodic Table ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object]
The Periodic Table ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object]
The Periodic Table ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object]
The Periodic Table ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object]
The Periodic Table ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object]
The Portuguese Curricula ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt
The Portuguese Curricula ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Portuguese Curricula ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object]
The Portuguese Curricula ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Portuguese Curricula ,[object Object],Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object]
Methodology Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt
Results Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt Textbook Number of schools using it Category A Category B Category C A 34% (441) Traditional Traditional Not compliant B 18% (238) Traditional Traditional Not compliant C 18% (230) Traditional Traditional Not compliant D 11% (145) Traditional Traditional Not compliant E 7% (93) Innovative Traditional Not compliant F 7% (93) Traditional Traditional Not compliant G 5% (60) Traditional Traditional Not compliant H 1% (8) Innovative Innovative Partially compliant
Results Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object],[object Object]
Results Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object]
Results Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object]
Results Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object]
Final Discussion Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object]
The End Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt ,[object Object],[object Object],[object Object],[object Object]

More Related Content

Similar to Esera2011

Student Preparedness for Academic Writing
Student Preparedness for Academic WritingStudent Preparedness for Academic Writing
Student Preparedness for Academic Writing
Seamus Allardice
 
online assignment
online assignmentonline assignment
online assignment
sruthi832
 
Vol 11 No 3 - May 2015
Vol 11 No 3 - May 2015Vol 11 No 3 - May 2015
Vol 11 No 3 - May 2015
ijlterorg
 
The pbl method in portugal
The pbl method in portugalThe pbl method in portugal
The pbl method in portugal
mgrmici
 
The pbl method in portugal
The pbl method in portugalThe pbl method in portugal
The pbl method in portugal
mgrmici
 

Similar to Esera2011 (20)

XXIII Curso Greta
XXIII Curso GretaXXIII Curso Greta
XXIII Curso Greta
 
Boggio Lera presentation
Boggio Lera presentationBoggio Lera presentation
Boggio Lera presentation
 
Online assignment
Online assignmentOnline assignment
Online assignment
 
Presentation 2pychem2010 (Aveiro)
Presentation 2pychem2010 (Aveiro)Presentation 2pychem2010 (Aveiro)
Presentation 2pychem2010 (Aveiro)
 
Student Preparedness for Academic Writing
Student Preparedness for Academic WritingStudent Preparedness for Academic Writing
Student Preparedness for Academic Writing
 
W1 porcaro-integrating authentic-materials
W1 porcaro-integrating authentic-materialsW1 porcaro-integrating authentic-materials
W1 porcaro-integrating authentic-materials
 
(Zurich lectures on multiphase flow) Hewitt, Geoffrey Frederick_ Yadigaroglu,...
(Zurich lectures on multiphase flow) Hewitt, Geoffrey Frederick_ Yadigaroglu,...(Zurich lectures on multiphase flow) Hewitt, Geoffrey Frederick_ Yadigaroglu,...
(Zurich lectures on multiphase flow) Hewitt, Geoffrey Frederick_ Yadigaroglu,...
 
online assignment
online assignmentonline assignment
online assignment
 
As They Wrote It - Students Projects
As They Wrote It - Students  ProjectsAs They Wrote It - Students  Projects
As They Wrote It - Students Projects
 
Project (school infrastructures) by bia
Project (school   infrastructures)  by biaProject (school   infrastructures)  by bia
Project (school infrastructures) by bia
 
GCSE History
GCSE HistoryGCSE History
GCSE History
 
GCSE History
GCSE HistoryGCSE History
GCSE History
 
Vol 11 No 3 - May 2015
Vol 11 No 3 - May 2015Vol 11 No 3 - May 2015
Vol 11 No 3 - May 2015
 
Curricula in a Modern Technical and Vocational High School
Curricula in a Modern Technical and Vocational High SchoolCurricula in a Modern Technical and Vocational High School
Curricula in a Modern Technical and Vocational High School
 
The pbl method in portugal
The pbl method in portugalThe pbl method in portugal
The pbl method in portugal
 
The pbl method in portugal
The pbl method in portugalThe pbl method in portugal
The pbl method in portugal
 
Ryedale School Options booklet 2017
Ryedale School Options booklet 2017Ryedale School Options booklet 2017
Ryedale School Options booklet 2017
 
Math 7-COT.docx
Math 7-COT.docxMath 7-COT.docx
Math 7-COT.docx
 
A_Geology_for_Engineers_Seventh_Edition.pdf
A_Geology_for_Engineers_Seventh_Edition.pdfA_Geology_for_Engineers_Seventh_Edition.pdf
A_Geology_for_Engineers_Seventh_Edition.pdf
 
Isabel Borges: Collaboration Between Non-formal Learning and Science Curricul...
Isabel Borges: Collaboration Between Non-formal Learning and Science Curricul...Isabel Borges: Collaboration Between Non-formal Learning and Science Curricul...
Isabel Borges: Collaboration Between Non-formal Learning and Science Curricul...
 

Recently uploaded

IATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdffIATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdff
17thcssbs2
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
中 央社
 

Recently uploaded (20)

Open Educational Resources Primer PowerPoint
Open Educational Resources Primer PowerPointOpen Educational Resources Primer PowerPoint
Open Educational Resources Primer PowerPoint
 
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
 
The Ball Poem- John Berryman_20240518_001617_0000.pptx
The Ball Poem- John Berryman_20240518_001617_0000.pptxThe Ball Poem- John Berryman_20240518_001617_0000.pptx
The Ball Poem- John Berryman_20240518_001617_0000.pptx
 
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
 
Morse OER Some Benefits and Challenges.pptx
Morse OER Some Benefits and Challenges.pptxMorse OER Some Benefits and Challenges.pptx
Morse OER Some Benefits and Challenges.pptx
 
IATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdffIATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdff
 
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjStl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
 
An Overview of the Odoo 17 Discuss App.pptx
An Overview of the Odoo 17 Discuss App.pptxAn Overview of the Odoo 17 Discuss App.pptx
An Overview of the Odoo 17 Discuss App.pptx
 
Word Stress rules esl .pptx
Word Stress rules esl               .pptxWord Stress rules esl               .pptx
Word Stress rules esl .pptx
 
MichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdfMichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdf
 
Behavioral-sciences-dr-mowadat rana (1).pdf
Behavioral-sciences-dr-mowadat rana (1).pdfBehavioral-sciences-dr-mowadat rana (1).pdf
Behavioral-sciences-dr-mowadat rana (1).pdf
 
How to the fix Attribute Error in odoo 17
How to the fix Attribute Error in odoo 17How to the fix Attribute Error in odoo 17
How to the fix Attribute Error in odoo 17
 
How to Manage Closest Location in Odoo 17 Inventory
How to Manage Closest Location in Odoo 17 InventoryHow to Manage Closest Location in Odoo 17 Inventory
How to Manage Closest Location in Odoo 17 Inventory
 
Operations Management - Book1.p - Dr. Abdulfatah A. Salem
Operations Management - Book1.p  - Dr. Abdulfatah A. SalemOperations Management - Book1.p  - Dr. Abdulfatah A. Salem
Operations Management - Book1.p - Dr. Abdulfatah A. Salem
 
size separation d pharm 1st year pharmaceutics
size separation d pharm 1st year pharmaceuticssize separation d pharm 1st year pharmaceutics
size separation d pharm 1st year pharmaceutics
 
Discover the Dark Web .pdf InfosecTrain
Discover the Dark Web .pdf  InfosecTrainDiscover the Dark Web .pdf  InfosecTrain
Discover the Dark Web .pdf InfosecTrain
 
slides CapTechTalks Webinar May 2024 Alexander Perry.pptx
slides CapTechTalks Webinar May 2024 Alexander Perry.pptxslides CapTechTalks Webinar May 2024 Alexander Perry.pptx
slides CapTechTalks Webinar May 2024 Alexander Perry.pptx
 
“O BEIJO” EM ARTE .
“O BEIJO” EM ARTE                       .“O BEIJO” EM ARTE                       .
“O BEIJO” EM ARTE .
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
 
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
 

Esera2011

  • 1. Periodic Table in 9 th grade textbooks a critical analysis of the pedagogical approaches Orlando Figueiredo Cecília Galvão Institute of Education — University of Lisbon www.ie.ul.pt Lyon, September 5 th to 9 th
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20. Methodology Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt
  • 21. Results Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt Textbook Number of schools using it Category A Category B Category C A 34% (441) Traditional Traditional Not compliant B 18% (238) Traditional Traditional Not compliant C 18% (230) Traditional Traditional Not compliant D 11% (145) Traditional Traditional Not compliant E 7% (93) Innovative Traditional Not compliant F 7% (93) Traditional Traditional Not compliant G 5% (60) Traditional Traditional Not compliant H 1% (8) Innovative Innovative Partially compliant
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.

Editor's Notes

  1. He was looking for a systematic way to present the chemical elements to his students. He relies on physical properties and atomic weights and predict the existence of new elements. Sometimes I wonder if the fact that he was working for his students and not for the scientific community didn’t allow him to be more bold and audacious allowing his creativity to manifest.
  2. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army. Rutherford's paper appeared, Antonius van den Broek first formally suggested that the central charge and number of electrons in an atom was exactly equal to its place in the periodic table (also known as element number, atomic number, and symbolized Z). This proved eventually to be the case.The experimental situation improved dramatically after research by Henry Moseley in 1913.[3] Moseley, after discussions with Bohr who was at the same lab (and who had used Van den Broek's hypothesis in his Bohr model of the atom), decided to test Van den Broek and Bohr's hypothesis directly, by seeing if spectral lines emitted from excited atoms fit the Bohr theory's demand that the frequency of the spectral lines be proportional to a measure of the square of Z.
  3. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  4. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  5. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  6. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  7. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  8. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  9. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  10. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  11. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  12. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  13. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  14. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  15. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
  16. Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.