While this perception by classroom practitioners could be empirically confirmed among the teachers involved in the development and implementation of this study (Kuhn, 2010 and Kuhn et al., 2008), the broadening of its range

of application to other science education topics (e.g. chemistry) and similar Trichostatin A supplier learning media (e.g. problems based on advertisements) is an obvious generalization which was proposed to us by many teachers (see also section above). Several ideas of this kind were already tried out and investigated within the classroom research and development network established since the beginning of the research project (Kuhn, 2005, Kuhn, 2010, Kuhn et al., 2010 and Kuhn and Müller, 2014). We consider this line of thought as important in order to increase see more further the applicability and practicability of the NSP approach, combine in with other instructional approaches, and, when pursued further, to modify and broaden also future research directions. Thus, implications and perspectives for classroom practice are

in close connection with implications for future investigations (points 1 and 2 above). The same holds for the research agenda concerning openness and complexity, which are obviously also relevant for classroom implementation. This contribution should in no way be read as a pleading for an exclusively NSP-based curriculum, in view of the limitations of the study (such as duration and educational objectives considered), and because teaching and learning live on a variety of methods. But, concluding with Fensham (2009) we feel “that ‘Science as a Story’ need to become a quite central pedagogy in science teaching”, and that newspaper story problems might offer

a useful contribution PtdIns(3,4)P2 to that purpose. None of the authors have any conflict of interest. “
“L׳ESS è ritenuta ormai indispensabile alla formazione di cittadini capaci di orientarsi consapevolmente e criticamente in un mondo globalizzato, informandosi e prendendo decisioni nel rispetto dell׳unico supporto vitale dell׳intera società: l׳ambiente (Kyburz-Graber et al., 2006 and Kyburz-Graber et al., 2010). Tuttavia, la declinazione operativa dell׳ESS in termini sia didattici sia pedagogici risulta ancora problematica, in quanto l׳interdisciplinarietà e la complessità dei suoi temi richiedono approcci innovativi che i docenti dovrebbero sviluppare già durante la propria formazione (Kyburz-Graber et al., 2006). Un primo ostacolo è rappresentato dalla definizione degli obiettivi e dalla scelta dei metodi. Discutendo ad esempio studi di caso reali, pratica diffusa nell׳ESS ( Kyburz-Graber, 2006, Kyburz-Graber et al., 2010), le competenze di analisi dei problemi vengono in genere innescate separatamente da quelle di mobilitazione.