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Biogeographic history of an Australian freshwater shrimp, Paratya australiensis (Atyidae): the role life history transition in phylogeographic diversification

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  • 060411 Population Ecological And Evolutionary Genetics
  • Education


142-ITL23-FP-Leite-FOE2012 Conceiving Teaching and Learning Processes: Fostering Curricular Contextualization Practices Carlinda Leite, Preciosa Fernandes, Ana Mouraz, Carla Figueiredo Faculty of Psychology and Educational Sciences, University of Porto (Portugal) [email protected], [email protected], [email protected], [email protected] 1. Introduction This paper presents some results from a research project concerning Curricular Contextualization (CC). This project – developed by the Center for Investigation and Intervention in Education at the Faculty of Psychology and Educational Sciences of the University of Porto, in collaboration with the University of Minho, University of Aveiro and University of Lisboa, and funded by the Foundation for Science and Technology (FCT) PTDC/CPE- CED/113768/2009 – is based on the idea that curricular contextualization is a crucial condition for students effective and significant learning, which promotes their school success. The permanent and increasing demands and challenges addressed to school education require the rethinking of orientations and practices, in order to improve teaching and learning processes and promote the best educational environment possible. This quest for better teaching and learning constitutes a response to the current conception of education as a process seeking the individuals’ educational, social and personal development and growth, involving different kinds of meaningful knowledge and taking into account the individual in all its complexity. [2]. Therefore, it is urgent to find better and innovative strategies and approaches for teaching and learning. In this sense, CC arose as a potential approach and a reliable practice option. Though, this concept – and practice – is yet in development among teachers, theoreticians and politicians, appearing to be mixed in, and within, concepts and practices already in use but, at the same time, arising as a new teaching and learning p

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