Addressing Challenges in Changing Science Teaching in the Global South: An Integrative Model for Science Education Reform in Brazil

Abstract

Development of sustainable science education reforms requires transformation, and therefore involves integrative approaches that result from collaboration between researchers, teachers and policymakers. Using a DBIR approach, we developed a model for design and implementation of new science standards that addresses three main challenges identified throughout the research: fostering teachers’ agency and deep conceptual knowledge; translating principles into lesson plans; and creating resources and expertise.