@article {1060,
	title = {WHAT IS A GOOD PRACTICE OF SCIENCE TEACHING? SOME PATHS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {212-214},
	abstract = {Maria is a 17 year old 9th grade student with low academic success. Her school history is marked by several stories of failure in Physics and Chemistry. Yet, the 9th grade of Maria was different; as she says, she managed to achieve {\textquotedblleft}a great mark ". Therefore, what has taken Maria to find the Physics classes so good? The answer to this question leads us to another one, more complex, that can have various possible answers: After all, what is a good practice of science teaching?
To answer this question requires, first of all, to think about what students are expected to learn and what competencies they should obtain in school to meet the challenges of today{\textquoteright}s society, in all its uncertainty and endless changes. Nowadays, it is widely acknowledged that to understand and act in an informed and reflected manner in such a society it is essential that students develop their critical thinking and creativity as well as problem solving, communication, digital, social, intercultural and linguistic skills.
},
	keywords = {academic success, science teachers, science teaching},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.212},
	url = {http://oaji.net/articles/2017/457-1498500799.pdf},
	author = {M{\'o}nica Baptista}
}
