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The Neonatal Resuscitation Programme is a good example of an effective educational intervention that has improved perinatal mortality rates in many countries. This paper shares our experience of planning an undergraduate Neonatal Resuscitation Programme using basic principles of education theory of spiral curriculum, Bloom's taxonomy in planning learning outcomes, Kolb's learning model and Miller's model of clinical assessment. Engaging clinicians in pedagogical theories may not be well aligned with how clinicians traditionally thought they learnt best, yet it is key to improving learning concept and educational intervention outcomes in the healthcare professions. This article aims to illustrate the application of such educational theories into one example of practice. We structured this paper in the scope of content, delivery and assessment when planning a psychomotor learning activity., (Sociedad Argentina de Investigación Odontológica.)

Introduction: One of the factors identified to reduce medical errors has been the organisational culture. Education is proposed as a tool for its modification, but this does not have a unique way of being achieved. This paper sought to describe a patient safety elective for medical students and to determine their perceptions on the subject., Materials and Methods: A descriptive study was performed in the Center of Medical Education and Clinical Investigations, in Argentina. Every student who participated in the elective was included, and there were no exclusion criteria. An online survey was conducted on all participants, and individual interviews were conducted on a convenience sample., Results: The subject was chosen by 54 students out of a total of 274 students between 2011 and 2014. All (100%) of the students completed the course and passed the exam, and stated that they would recommend the elective. Most of the students (n=26) agreed that patient safety content should be mandatory, that its content was novel, and that the subject's structure seemed appropriate, with 21 saying that it was the first time they had been talked about these issues. From the individual interviews, students emphasised the novelty of the subject, and that their perception on patient safety issues had increased., Discussion: The proposed elective had a good reception among students. The methodology planned for its teaching seemed appropriate. Inter-professional education in patient safety should be implemented to improve student competencies in the subject., (Copyright © 2017 SECA. Publicado por Elsevier España, S.L.U. All rights reserved.)

Introduction: Population aging raises the need for specialised professionals to address the needs of the elderly. The aim of this paper is to describe the number, characteristics, and contents of the Master degree courses that are currently offered in Spain., Material and Methods: There were 32 Master degree courses offered in the 2014-15 academic year. These required at least 60 ECTS (European Credit Transfer and Accumulation System). At least half of the course credits were based on contents directly related to old age, older people, or aging. An analysis was made that included, information on the institutional affiliation, official status, academic structure, and contents taught. A content analysis was performed on curriculum subjects, in order to classify the courses into multidisciplinary or specialised (with focus either on health, behavioural, or social sciences)., Results: Most of the courses required mandatory class attendance, and lasted one academic year (60 ECTS). They also included the completion of a final project and a practicum. The majority (59%) of Master degree courses were classified as multidisciplinary. Of the remaining ones, 19% were labelled as specialised in behavioural sciences, 16% in health sciences, and 2% in social sciences., Conclusions: The field of higher education in gerontology in Spain seems to be consolidated, taking into account indicators such as the number of courses offered, their territorial distribution, or the number of official Master degree courses. While the academic structure of the courses is quite similar, in contrast, their contents and nature are highly diverse, which responds to the different training needs., (Copyright © 2016 SEGG. Publicado por Elsevier España, S.L.U. All rights reserved.)

In this paper, we imply the role and influence of expert associates on the development and application of educational programs for children with autism spectrum disorders. The research sought to determine the extent to which professionals know the characteristics of autism, use appropriate methods of work and on this basis propose developmental and program goals, measures and areas for work and monitoring the achievements of a child with autism. We used the focus group method as a semi-structured instrument conducted by regions. There were a total of 43 respondents: special educators and rehabilitators, psychologists and pedagogues. The paper deals with the fact that school associates work on approaches based on visualization, organization, design, focus, purposefulness, and functionality are applied to children with autism. The basis of the work is the Individual Developmental-Educational Program (IDEP), which sets educational and developmental goals for each child. We found that in Montenegro the level of knowledge among professionals varies in relation to the methods of working with a child with autism spectrum disorders. Speech therapists are somewhat more able to recognize the needs and organize an appropriate approach, special educators are in transition from the paradigm of special to inclusive education, psychologists, pedagogues are not familiar with the characteristics and procedures of working with children with autism spectrum disorders. They identify important development and program goals insufficiently, the focus is on the role of speech therapists and less attention is given to resource experts. Based on the findings it is reccommended that a general framework for autism be developed. Conceptual solutions are oriented towards early learning, primary education and vocational training. Individual program focuses on developmental areas: communication, interaction, behavior, and independence. Then, evaluation indicators should monitor whether the child is being worked with on the basis of adjustments, visual instructions, structure and positive approach, level of communication development...

Resumen: Las humanidades son consideradas como algo valioso y, al mismo tiempo, como disciplinas blandas, imprecisas o propensas a la confusión. El presente trabajo expone una visión de cómo se puede abordar la educación de las humanidades médicas (HHMM) buscando el rigor. Su objetivo es presentar un texto que pueda ser de utilidad en este tipo de docencia. Para ello se presentan elementos clave recogidos en la literatura biomédica y, además, se muestra el programa formativo en humanidades de la Facultad de Medicina de la Universidad Francisco de Vitoria. En esta primera parte se incluirá el contexto organizacional, los resultados de aprendizaje esperados y los contenidos curriculares. En una segunda parte se presentarán las experiencias de aprendizaje y enseñanza, las formas de evaluación de los estudiantes y las del proceso de mejora continua de calidad. Abstract: Humanities are seen as both valuable and, at the same time, as soft, vague or prone to confusion disciplines. This paper exposes a broad view of how medical humanities education can be approached searching rigor. It aims to present a text that can be useful in this type of teaching. To this purpose, key elements from the biomedical literature are presented and, in addition, the humanities training program of the Faculty of Medicine of the Universidad Francisco de Vitoria is shown. This first part will include the organisational context, the expected learning outcomes and the curricular contents. A second part will present the learning and teaching experiences, the forms of student assessment and those of the continuous quality improvement process.

The activation of diversified historical sources and methodological approaches have been requested to the production of a new socio-historical knowledge concerning the historical constitutions of the school subjects of science and biology. This approach allows the understanding of controversies and disputes about these subjects. The present paper aims to present and problematize the use of an investigative resource developed in the field of Social sciences and still unusual in the science education studies with historical perspectives: the photobiography. This device combines references from Sociology, History of Education and Curriculum. In the paper, the photobiography dialogues with a research on the social trajectory of a science teacher whose professional practices were in tune with the assumptions of the “Science Education Innovation Movement” of the 1960s and 1970. The photobiography device is used for triggering memories and the production of other meanings of science teaching at that milieu.

During their medical studies, students must acquire basic competencies in different areas of knowledge, one of which is infectious diseases. Training in infectious diseases is essential for general medical practice and for academic or professional expertise in many areas of medicine, both medical and surgical. The vast amount of knowledge that is continuously generated about infectious diseases requires a well-structured undergraduate medical education program and framed in a setting dominated by globalization. The incorporation of Spain to the European higher education area has forced medical schools to adapt their curriculum and to establish the content and learning objectives of all courses of study. In this paper, we discuss the implications of the integration of the Spanish university system in the European higher education area («Bologna Process») in the teaching of infectious diseases in the Degree of Medicine, and describe the learning program in infectious diseases of the University Miguel Hernández of Elche (Alicante, Spain) based on learning outcomes and competencies., (Copyright © 2015 Elsevier España, S.L.U. and Sociedad Española de Enfermedades Infecciosas y Microbiología Clínica. All rights reserved.)

El artículo muestra, a partir del análisis de libros de texto de educación musical para la enseñanza primaria, los valores, estereotipos, esquemas mentales y significados que se transmiten en el curriculum no siempre de un modo consciente o regulado. El objetivo es analizar qué modelos culturales se transmiten, cuáles son los espacios de silencio, qué ausencias y por el contrario qué presencias son reforzadas y transmitidas con el uso de estos materiales curriculares. El artículo consta, en primer lugar de una introducción al estado de este campo de investigación mostrando la relevancia y oportunidad de esta problematización del currículum. Se trata de una investigación de carácter cualitativo que usa el análisis del contenido y del discurso como herramientas metodológicas. Posteriormente se exponen los resultados de la categoría Representaciones Culturales organizados en las subcategorías siguientes: género, mirada eurocéntrica, culturas y tradiciones populares y relación con el entorno. El análisis de los libros de texto nos alerta sobre el dominio de la hegemonía cultural androcéntrica y la reproducción de miradas eurocéntricas que no han superado el colonialismo y el patriarcado, tratando las culturas minorizadas y populares propias del entorno de los niños y las niñas desde el exotismo y el distanciamiento. Se concluye señalando la relevancia de este tipo de investigaciones para comprender los efectos culturales implícitos en la presentación del currículum en los materiales de uso en las aulas. /// The research paper shows, from the analysis of the musical education textbooks for primary education, the values, stereotypes, mental schemes and meanings that are transmitted in the curriculum not always in a conscious or regulated way. The objective is to analyse what cultural models are transmitted, what are the spaces of silence, what absences and on the contrary what presences are reinforced and transmitted with the use of these curricular materials. The article consists, first of all, of an introduction to the state of this field of research showing the relevance and opportunity of this problematization of the curriculum. It is a qualitative research that uses content and discourse analysis as methodological tools. Secondly, the results of the category Cultural Representations are presented. This category is organized in the following subcategories: gender, Eurocentric gaze, popular cultures and traditions and relationship with the environment. The analysis of textbooks alerts us to the dominance of androcentric cultural hegemony and the reproduction of Eurocentric views that have not overcome colonialism and patriarchy, making a distant an exotic treatment of minority cultures and popular cultures closers to children's environment. This paper concludes with the relevance of this type of research to understand the cultural effects implicit in the presentation of the curriculum in the materials used in the classroom.

The objective of this paper is to contribute to the discussion and reflection of a classroom training activity as a method to improve the quality of competency-based assessment in the courses of Mathematics and Bahasa Indonesia. The Introduction describes the theoretical perspectives and the concept of competency-based curriculum as well as competency-based assessment. It also outlines a practical example of competency-based instruction in Mathematics and Bahasa Indonesia, as well as the structure of the new curriculum as a competency-based framework, an approach to assessment using summative or formative assessment. Furthermore, the paper explores active learning and active assessment with an example from a Bahasa Indonesia course using assessment observations and ongoing assessment as examples for competency-based assessment. Finally, the paper concludes with a detailed analysis of a method to collect evidence through analysis and compiling evidence through observation. There is a short identification analysis on participative learning and participative assessment in competency-based assessment.

This paper deals with the arguments justifying the Government's passage of the Sovereign Ordinance of 7 May 1915, which officially established a course and qualification in Nursing in Spain; and examines how and why Medical and Surgical practicantes (medical assistants) reacted to this decision. The ordinance legalized nurses' care practices, thereby providing official recognition for a healthcare profession other than that of practicante. The Government based its approval on three arguments: the physicians' recommendations; deficiencies in the basic and professional training of practicantes"; and the fact that the nursing profession emerged as a new path providing Spanish women with an opportunity to acquire training and join the labour force. The new legislation was met with outrage by practicantes, who opposed it in the belief that it equated nurses' scope of practice to their own and thus jeopardized their future employment prospects. Additionally, they contended that nurses would be legally qualified to perform the same medical practices as they did, despite receiving their degrees in a shorter period of time with a less prolonged internship, at a lower economic cost and through less effort. Professional associations of practicantes immediately launched a campaign against the Sovereign Ordinance, meeting with the Minister of Public Instruction to request its repeal, organizing a massive telegram campaign directed at the minister, and requesting the nullity of the ordinance before the Supreme Court, which would reject the appeal by the practicantes two years later. Professional associations also used their press organs to publish the arguments of prominent practicantes, who vehemently voiced their opposition in extremist, uncompromising, radical, and ironic terms, arising from a strong gender ideology in tune with the patriarchal mentality of the era and the dominant position that male hegemony conferred to practicantes.

In this paper we review the main medical programs from the Universidad Nacional Autonoma de Mexico (UNAM) faculty of medicine in the first seventy-five years of twentieth century. We have selected those instances that are representative of special moments in the development of Mexican medical knowledge, and also corresponding to the need to prepare medical students in view of social demands. The first programs are those of Ignacio Chavez in 1934, concerned mainly with the introduction into the curricula of medical specialties such as cardiology or neurology. After those, the 1956 and 1960 programs are mentioned and briefly analyzed; both were founded on the concern to develop a clinical reasoning in the student. Finally, the 1974 Integral General Medicine Program directed its interest to social and environmental themes.

Introduction and Objective: In most cases the learning curve of laparoscopic radical prostatectomy is not completed during the residency. This is why International Fellowship programs are becoming more popular. The aim of this paper is to evaluate the efficiency of the fellowship program of the German group., Material and Methods: We describe the evolution of our last fellow in the modular training program developed by the Leipzig group. We also evaluate the efficiency of this program by analyzing the results of 30 procedures performed by the fellow as first surgeon. In addition we have reviewed the literature and compared those outcomes with previous series of the clinic and other training programs., Results: The training programme was completed in four months. After this time, the fellow performed 30 procedures without any assistance from a tutor. 46.67% of these procedures were nerve sparing. The time average was 2 hours and 27 minutes. The programme includes lymphadenectomy in 20 patients. Two patients had positive margins, all anastomosis were tight except for one. Urethral catheter was removed on the fifth day and there were no other intraopertive or early postoperative complications. Results may be compared to previous results of other residents of the department and also of other groups where a long-term tutor program was performed., Conclusion: The learning process of laparoscopic radical prostatectomy should follow a long-term tutorized model. Until the definitive expansion/development of this technique, the Leipzig Fellowship program is a complete and effective formation schedule.

In the English-speaking Caribbean, an estimated 46% of men and 61% of women are currently overweight or obese, and 8% of children younger than 5 years are also overweight. To combat this worsening epidemic, driven by unhealthy dietary patterns, the Heads of Government of the Caribbean Community (CARICOM) issued the 2007 Port-of-Spain Declaration, which included mandates on the provision of healthy school meals, promotion of healthy dietary patterns, and reintroduction of physical education in schools. These mandates are aligned with evidence-based approaches used in childhood obesity prevention programs. School-based interventions, including curriculum revisions, are part of a multipronged approach to improve nutrition in children and are designed to complement and reinforce other interventions in schools. However, formal evaluation of the Port-of-Spain Declaration showed that most CARICOM member countries had difficulty implementing the mandates related to schools and diet. The Improving Household Nutrition Security and Public Health in the CARICOM project, in collaboration with regional institutions, the CARICOM Secretariat, and the Caribbean Examinations Council, sought to enhance nutrition education through revision of region-wide primary and secondary school curricula to increase the focus on prevention of noncommunicable diseases. This paper describes the process of revising the Caribbean Examinations Council’s Human and Social Biology syllabus for secondary schools and the CARICOM Health and Family Life Education Regional Curriculum Framework for primary schools, which was achieved through multisectoral collaboration. We used the Framework for Reporting Adaptations and Modifications-Enhanced model to describe the process through which the modifications were made.

This paper describes the pedagogical and didactical renovation carried out between 1986 y 2001 in the Cathedra of Histology and Embryology (Faculty of Medical Sciences, National University of Rosario). This process, initiated with pilot tests during early 70s and a full length paper in late 70s, was centered in differential activities performed by teachers and students, being adapted to the massive and no restricted admission during that period (2000 +/- 500 students). The design included individual and/or group management of self-learning and self-evaluation modules, training laboratories in microscopic diagnosis using protocols similar to clinical records, problem-solving sessions and theoretical sessions of consult and relearning, placed at the end of the aforesaid learning situations. Learning followed a decreasing support trajectory ([see text]) for reaching a systemic self-learning, relevant for incessant medical education. Its permanence and optimal results along 15 years encourage us to present this model as a valid and reliable one for Faculties with histological and embryological contents developed in a traditional formal or as a contribution to the passage from a traditional curriculum with independent subjects to other, renovated or innovative, with varied grades of integration.

Training in diagnostic and therapeutic endoscopic retrograde cholangiopancreatography procedures is difficult and tedious. Currently, there is no consensus on how to plan and put it into practice. We believe that training in these procedures must be included in the training program of the gastroenterology resident, since the efficiency of these methods (both diagnostic and therapeutic) in biliopancreatic disease including their clinical, social and economic benefits are beyond doubt. Training in diagnostic endoscopic retrograde cholangiopancreatography should be planned for about 3 months including at least 100 procedures under supervision of an experienced endoscopist; on the other hand, training in the therapeutic aspects needs, in our opinion, a longer period, perhaps and additional 3 to 6 month period, although this goal is difficult to achieve in the 4-year program of a gastroenterology resident. A frequent performance of the techniques is required to acquire competence. In this paper, we emphasize the ideal conditions that, must be fulfilled to achieve an appropriate training in the diagnostic and therapeutic aspects of endoscopic retrograde cholangiopancreatography.

In our country general internists are the providers of adult medical care in urban areas. In the past twenty years, with the increasing subspecialization within internal medicine and the development of advances in technology, the role of the general internist seems to be endangered. Recently much attention has been focused on this area and Divisions and Programs of General Internal Medicine have been established in most medical schools in the USA. The University of Buenos Aires instituted a Program of General Internal Medicine in its major teaching hospital in 1987. One of its purposes was to offer an educational experience to residents in the field of internal medicine primary care. This paper summarizes how this program was carried out and the subjects proposed in the area of Diagnosis and Treatment. The Program of General Internal Medicine is performed in the Outpatient Division and it is staffed by 3 faculty members and 4 fellows. Residents in Internal Medicine have a three month, full-time block rotation in the Program. A young, city dwelling, lower middle class population participates in the Program, with almost 10000 visits a year. The Program offers an experience that includes supervised patient care, an average of 100 office visits a month, and seminars and/or workshops covering topics of "Diagnosis and Treatment", "Case Presentations", "Clinical Epidemiology", "Prevention", and "Doctor-Patient Interview". In the area of Diagnosis and Treatment, the criteria used were: 1-frequency of diagnosis as determined by previous investigations, 2-relevant clinical conditions absent from the frequency list as determined by a consensus process by faculty members.(ABSTRACT TRUNCATED AT 250 WORDS)

The study of Spanish Civil War through History textbooks was −and is still− the predominant medium for learning this historic passage in the Spanish classrooms. The Civil War was one of the most controversial and tragic period in the history of Spain in the XXth century. This feature caused this topic is complex and difficult to represent in school textbooks. This paper analyses the overt and implicit messages such textbooks presented its readers from Transition to Democracy in Spain to the early Education Act 1990 (LOGSE). We study three major publishing houses in Spain (Santillana, Anaya, and SM). We explore the explanations given about the origin of the Civil War and the portrayal made about this historical event. The conclusion is the textbooks, although have changed the partial and manipulative picture the Franco’s regime made of the Civil War, yet they resist to any change, preferring the old explanations. The textbooks have been subject to a series of changes and continuities. In the third part of this paper we try to give an explanation about the reasons why History textbooks were continuously debated between change and continuities of some conservative explains. Cómo referenciar este artículo / How to reference this article González Delgado, M. (2015). «Tiempo de Turbulencias»: La compleja representación de la Guerra Civil española en los libros de texto de Ciencias Sociales (1970-1990). Espacio, Tiempo y Educación, 2(1), pp. 163-185. doi: http://dx.doi.org/10.14516/ete.2015.002.001.009

This paper discusses the need to create specific programs for the training of researchers in epidemiology, a field that has traditionally been ignored by the graduate programs in public health. This is due, in part, to the emphasis that has been placed on the training of professionals in other areas of public health. The paper also includes the results of a consensus exercise developed during the curricular design of the Masters Program in Epidemiology of the School of Medicine of the National Autonomous University of Mexico. The technique used during the consensus exercise was the TKJ, which allows the presentation of ideas and possible solutions for a specific problem. This is probably the first published experience in the use of such a technique for the design of an academic curriculum. Taking as a base the general characteristics of the students, the substantive, disciplinary and methodological subjects were chosen. The results showed a need for a multidisciplinary approach based on modern methodologies of statistics and epidemiology. The usefulness of the results of the curricular design and the superiority of this method to reach consensus is also discussed.

This paper presents the results of a comparative study that seeks to identify conceptions of the importance of four types of formal content in history teaching (periods of history, cross-cutting themes in history, history of places, and national historical processes) among a group of Colombian (M=764) and Spanish (N=648) students in the last year of compulsory education in the cities of Bogotá and Murcia, respectively. A descriptive approach was followed based on a closed-ended questionnaire relating to historical consciousness, with item responses measured on a Likert scale. The results support the idea that the interest shown by students in the formal content proposed is an indicator that calls for a critical review of the structure and organization of history curricula in the two contexts studied.

This paper examines my effort to document the experiences of a Bhutanese refugee community in a mid-western city of the United States. In particular, the essay looks at housing experiences the community encountered and my efforts to translate the events through photographs. The essay also explores how oppression operates in relation to refugee experiences. Recognizing that knowledge of recent refugees of color has been absent and perhaps may not be addressed in school curriculum in the near future, this photo essay project was created to serve as a curriculum about marginalized communities who are invisible in the curriculum. By using photographs, I explore three concepts that may help us examine the relationship between space and politics: (1) ideal spaces (2) violated spaces (3) damaged spaces. Lastly, by examining refugee experiences, the paper examines pedagogical approaches utilizing photographs to document oppression.

Resumen El presente trabajo, producto de una corta estancia de investigación en el CCHS-CSIC, constituye un análisis sobre la manera en que son entendidas las ciencias sociales en la educación secundaria obligatoria en Madrid, deteniéndose particularmente en el papel desempeñado por la Geografía. En él se recogen las percepciones de profesores y distintos profesionales de áreas relacionadas con las ciencias sociales, revisiones de la normativa, críticas, pero, ante todo, se plantean algunos interrogantes, cuyo objeto es causar eco en quienes se consideran vinculados no solo a este cuerpo disciplinar, sino a la educación en general.Abstract This paper, which is the result of a short research internship in the CCHS-CSIC, is an analysis on how social sciences in Madrid's Secondary Education are understood. Particular attention is paid to the role played by geography. The paper takes into consideration the testimonies of teachers and other professionals from the field of social sciences, documents and statements related to curricular standards, and some critical reviews. Above all, some questions are posited, whose purpose is to impact in those who consider themselves part not only of this field of study, but of education in general.

Com base na discussão acumulada no campo do currículo sobre organização do currículo escolar, reflito, neste artigo, sobre a disciplinarização do conhecimento que nos constitui como pesquisadores. Por que ainda somos tão disciplinares? Mesmo em um campo no qual o debate crítico sobre as disciplinas é tão acentuado, por que ainda organizamos nossos periódicos, congressos, processos de avaliação nas agências de fomento e aulas de maneira disciplinar? Analiso neste artigo que a resposta a essas questões não é encontrada nas dinâmicas gerais da organização do conhecimento científico, nem pode ser reduzida à dicotomia entre ser contra ou a favor das disciplinas. Defendo como a discussão sobre as disciplinas nos dirige a um debate sobre política e identidade. Based on the accumulation of discussion in the field of the curriculum regarding the school curricular organization itself, I am reflecting in this paper on the disciplinarization of the knowledge that constitutes us as researchers. Why are we still so disciplined in the actual organization of our research? Even in a field where critical debate on the subjects is so strong, why do we still organize our journals, congresses, development agency evaluation processes and classes in such a disciplinary way? I analyze in this paper that the answer to these questions is not found in a general dynamics of organizing scientific knowledge, nor can it be reduced to a dichotomy between being for or against the disciplines. I argue how the discussion on disciplines reminds us of a debate on politics and identities.

Neste artigo, procura-se demonstrar que o processo de produção de um discurso curricular híbrido nos Parâmetros Curriculares Nacionais para o Ensino Médio tem por finalidade a inserção social no mundo produtivo. Tal finalidade limita a dimensão cultural da educação. Como exemplo da produção desse discurso híbrido, são analisadas as ambigüidades expressas pelo conceito de contextualização no conhecimento oficial. Essas ambigüidades são entendidas como ressignificando discursos curriculares acadêmicos. Defende-se neste artigo que tais ambigüidades são uma forma de se legitimar os parâmetros junto a diferentes grupos sociais. Tais idéias são desenvolvidas com base nos conceitos de recontextualização (Bernstein) e de hibridismo (Canclini).This paper aims at showing that the production of a hybrid curricular discourse in the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM Brazilian Curricular Parameters for Secondary Education) seeks a higher insertion into the productive world. Such purpose limits the cultural dimension of education. As an example of production of such a hybrid discourse, this paper analyses the ambiguities emerging from the concept of contextualization, as employed in the PCNEM. Drawing on Bernsteins's recontextualization and Canclini's hybridism, the text assumes such ambiguities both resignify academic curricular discourses and are a way to legitimate the PCNEM among different social groups.

This paper discusses the possibilities of adequacy or the obstacles presented in the Brazilian National Curriculum (Base Nacional Comum Curricular — BNCC, in portuguese) for the development of Socioscientific Issues (SSI) in science education for Elementary School. Therefore, our main objective is to understand which are the elements, perspectives and formative aspects present in the text of the document that indicate possibilities or obstacles for the development of practices aligned with the perspectives of Socio-Scientific Issues. To this end, we focus our discussion on three broad axes: General conceptions of formation and (mis) alignment with the SSI perspective; Formative itineraries for science education centered on SSI; Relevant contents and topics in SSI treatment. Based on the analysis, we understand that, at a discursive level, there are openings from which it is possible to undertake practices based on the perspectives of SSI, although not without an explicit investment in the production of appropriate conditions for such.

The issue consists of six papers. In all the six studies there has been done an effort to find out what should be the best ways to motivate students to study science, and to gain inquiry skills. Some studies (e.g. Fraser, 1982) revealed a positive correlation and a causal relationship between achievement in science and attitude constructs, whereas others revealed no clear (or negative) relationship between attitudes towards learning science and achievement (Osborne & Dillon, 2008). International studies have shown that students’ attitudes towards scientific disciplines depend on the extent of their active participation in the learning process. The main topics of the six studies of this issue are: (1) The link between formal and non-formal learning in science education, (2) students’ linguistic heterogeneity in science, (3) poster exhibition as an effective means of support for teachers to introduce contemporary chemistry topics to high school students, (4) argumentation in the chemistry laboratory, (5) chemistry, industry, and the environment in the eyes of the individual and society, and (6) the inclusion of students with special needs in science classes teaching them inquiry-based activities. All the papers deal with studies which have the similar objectives: How can we involve as many students as possible in science studies? How can we bridge the gap between formal and non-formal education? How can create a productive and encouraging learning environment?

This paper reports on a course being given in the Institute of Biological Sciences of the Catholic University of Chile in which third-year medical students are introduced to biomedical research participating in it as assistants. The primary aim of the course is instruction in the scientific method on a tutorial basis. The course is elective; it is directed and coordinated by a professor, and conducted by tutoring professors engaged in research. The student chooses a research project from a list presented by the tutoring professors through the professor in charge. His performance is evaluated on the basis of his participation in the work itself and discussions of it, his presentation to the final session of the course, and his manuscript. In the last ten years, 47 per cent of the third-year medical students have taken and passed this course. Performance has been on the rise as shown by the fact that the results of ten of the research projects conducted in the course have been published in the last six years. A student who wishes to continue in a research project may compete for the position of student assistant offered by the School of Medicine, in which post he is enabled to complete his scientific training and the project he had started in.

The model for evaluation of the curriculum of a medical course presented in this paper was designed and used in the academic evaluation done in the School of Medicine of Lisandro Alvarado West-Central University, in Venezuela. The model includes an evaluation of program structures, the formulation of objectives, consistency among objectives, subject matter and exercises and between the institution's activities and objectives, the balance between theoretical and practical instruction, and the vertical transfer of the curriculum. Matrices were designed for all the variables used in the evaluation, and permitted the identification of relevant and irrelevant subject matter and of shortcomings in the curriculum that were hindrances to learning.

The authors describe a specific experiment concerning the degree of medical doctor and surgeon in the Zaragoza National School of Professional Studies of the National Autonomous University of Mexico (UNEP-Zaragoza). The experiment was prompted by the concurrence at a certain point of two study programs: the traditional one, which had been in use for a number of years, and a recently introduced modular program. The analysis reported in this paper was made by the prospective self-evaluation method devised in PAHO's Manpower Development Program in 1986. Results indicated that the modular program brings medical education closer to the ideal standard of the physician that Mexico's health services need, more consistently and conclusively than the traditional subject-oriented program. The modular program was rated more highly in 65.9% of the 41 indicators used. UNEP-Zaragoza is conducting two more research projects to validate the forecasts produced by the self-evaluation method. The results will be published in coming issues of this quarterly.

Within the academic modernization strategy that the National School of Public Health developed as a result of its merging into the National Institute of Public Health, a set of different normative standards were established in order to review its academic programs. This paper shows the specific criteria to differentiate the three graduate academic levels (specialty, masters degree and doctoral degree) that are offered by the School. This set of criteria was needed because there were misunderstanding about the goals and the contents of each of these academic programs. The present proposal was done by the Academic Program Associated Dean's team during 1987, after reviewing the academic standards at the national level for graduate programs. On the other hand, a set of criteria is proposed for the graduate continuing-education programs. These courses are seen as strategic for the training of physicians in executive levels of the health sector in Mexico.

The teaching of history is an important way in which the older generation, who control education systems, curricula, content choice and so on, pass on to the younger generation ideas, especially the idea of nationhood, which they hope will form the basis for future national cohesion. The younger generation, however, receive these messages and interpret then through the lens of their own experiences, experiences that they do not share with the older generation. Consequently, the idea of history is re-formed and reformulated by each generation. This paper looks at the role of textbooks, principally history textbooks, in that process. The style of textbooks is to present history as uncontentious, a descriptive account of facts and events. In practice, however, textbooks can only present an arbitrary selection from history, and a crucial decision made by educators is when to start their account – the beginning of history – as this can radically affect the interpretation of events. This facsimile of neutrality stands in sharp contrast to the professional historians’ hope that the teaching of history can develop a critical sense of important and contested events in history. The discussion is illustrated with examples of how history is presented in China and Japan, and how the conflicting accounts serve the interests of the policies adopted by the older generation, but may have unanticipated consequences for the younger generation.

In which ways was Medieval and Byzantine History embedded in the Greek national narrative in the first life steps of the Greek state during the 19th century? In which ways has it been related to the emerging nationalism in the Balkans, and to relationships with the West and the countries of south-eastern Europe during the Balkan Wars, the First and Second World Wars, and especially the Cold War, until today? In which ways does Byzantium correlate with the notion of Greekness, and what place does it occupy in Neo-Hellenic identity and culture? Moreover, which role does it play in history teaching, and what kind of reactions does any endeavour of revision or reformation provoke? To answer the above questions I performed a comparative analysis on the following categories of sources: (a) Greek national and European historiography, (b) School history curricula and textbooks, (c) Public history sources, (d) The new History Curriculum for primary and secondary school classes, and (e) The principles and guidelines of international organizations such as the Council of Europe. In the first three sections of this paper, I provide an overview of the conformation and integration of the Byzantine period in Greek national historiography, in association with the dominant European philosophical and historical perspectives during the era of modernity, as well as the evolving national politics, foreign affairs, prevailing ideological schemas and the role of history teaching in shaping the common identity of the Neo-Hellenic society throughout the 19th and 20th centuries. The fourth section briefly deals with the current situation in history teaching in Greek schools, while the fifth section critically presents the innovative elements and features of the new History Curriculum, which, to some degree, aspires to be considered a paradigm shift in the teaching of Medieval History in school education. Finally, I summarize and draw several conclusions.

This paper presents the construction of an education program related to environmental education and investigation training for basic secondary students, in addition to the results of the first stage of its implementation. The Delphi method is used to consolidate the group of experts who support the development of the curriculum and its implementation; the techniques of survey and semi-structured interview are also used to support the main methodology. For the analysis of quantitative data, the statistical software SPSS (version 25) by IBM is used. The preliminary results of the first stage of curriculum implementation give indications of a positive change in the perception that students have of research and conceptualization of the environment, attributable to the interdisciplinary construction strategy of the training program.

The present work discusses pedagogical practices of agroecology used to teach Natural Sciences (since of Physics teaching) in the Semiarid region in an interdisciplinary way. Our reflective actions started from the context of our experiences in rural schools, and during the undergraduate course of teaching and learning on ​​Natural Sciences to traditional communities within the Centro de Ciência e Tecnologia em Energia e Sustentabilidade da Universidade Federal do Recôncavo da Bahia (CETENS/UFRB). This paper proposes thematic axis considering the thematic complexes discussed by Moisey Pistrak. During our journey we felt the need to articulate our approach with the Freirean theoretical perspective. Always being aware that, in exercising the magisterium labor, we present a system of understanding on Nature in its wholeness. Upon an open methodology, the topics proposed in our work also include the concern with a strategy of approach shared and discussed with our students, i.e., a dialogic mediation. The practices developed in the Ecodynamic Zone for the Living Laboratory in Agroecology gave us crucial moments to critical reflection and debate on the contributions of the discipline of Physics to traditional communities at CETENS/UFRB.

Aims: This paper aims to analyse the debate concerning the incorporation of Information and Communication Technologies (ICT) by the Spanish Educational System, specifically the background and development of the first state-sponsored experimental programme, the Atenea project (1985-1992). Methodology and sources: To this end, we performed a review of documents pertaining to the programme and its evaluation, also taking into account the debates it generated. These documents were supplemented by reports and evaluations on related programmes, the conclusions of which we analyse in comparison with some of the contemporary reports, such as the one published by the OECD in 2015. Conclusions: Some of the fundamental debates that arose as a result of these programmes promoting the use of computers, in particular the Atenea, are strikingly valid but still lack a clear response. In the case of the promotion of ICT as an educational tool, we must recognize the relevance of corporate and business interests that saw the Education System as a large market, and therefore encouraged this type of programme, favouring an application focused more on the instrumental level than on the pedagogical one.