This paper presents an operational solution to align science education with the PISA 2025 Science Framework, bridging the gap between international research and classroom practice. Central to this approach is the combined process/spiral curriculum model, which integrates Bateson’s theory of learning levels with the insights of Bruner and Stenhouse to address the contextual (C1) and temporal (C2) constraints of competency development. The model utilizes the eight scientific practices as structural invariants and the PISA knowledge forms as complexity variables. The paper details the next phase of this research: a systematic three-phase methodology for formulating procedural principles. This schema progresses from the identification of epistemic components to their conversion into observable disposition clues, culminating in the definition of specific teacher action criteria. Although the broader framework is designed for vertical alignment, this study focuses specifically on formalizing principles for primary education to shift instruction from naive "hands-on" tasks toward authentic "minds-on" engagement. These principles establish a normative basis for a subsequent collaborative co-design phase with practicing teachers to develop "exemplary activities". This process ensures that early science education fosters the stable dispositions and agency required for citizens to act responsibly in the Anthropocene.
BRIDGING THE EPISTEMOLOGICAL GAP: FORMALIZING DIFFERENTIATED PROCEDURAL PRINCIPLES AND CRITERIA FOR PISA-ALIGNED SCIENCE TEACHER TRAINING
Tombolato, Monica
2026
Abstract
This paper presents an operational solution to align science education with the PISA 2025 Science Framework, bridging the gap between international research and classroom practice. Central to this approach is the combined process/spiral curriculum model, which integrates Bateson’s theory of learning levels with the insights of Bruner and Stenhouse to address the contextual (C1) and temporal (C2) constraints of competency development. The model utilizes the eight scientific practices as structural invariants and the PISA knowledge forms as complexity variables. The paper details the next phase of this research: a systematic three-phase methodology for formulating procedural principles. This schema progresses from the identification of epistemic components to their conversion into observable disposition clues, culminating in the definition of specific teacher action criteria. Although the broader framework is designed for vertical alignment, this study focuses specifically on formalizing principles for primary education to shift instruction from naive "hands-on" tasks toward authentic "minds-on" engagement. These principles establish a normative basis for a subsequent collaborative co-design phase with practicing teachers to develop "exemplary activities". This process ensures that early science education fosters the stable dispositions and agency required for citizens to act responsibly in the Anthropocene.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
