Design of tool to analyze the coherence of the Spanish curriculum with the promotion of scientific competences: pilot study

Abstract

This work proposes a preliminary study and analysis of the presence of scientific competence in official state and regional curricula of Spanish Secondary Education. The aim is to know if the presence of this, the content in its various aspects and its sequencing are consistent with the basic principles of science literacy that have been proposed by different authors such as Pedrinaci (2011 and 2012) or Cañas (2007). The first part of this research establishes the study of different tools that allow the analysis of these curricula. Based on the results of the study, the selection and analysis of instruments already validated is carried out to establish an own tool that allows the established study in order to answer the research questions, seeking on the one hand to determine if the official documents of Education Compulsory Secondary establish clear guidelines so that teachers can adequately train their students in scientific competence and, on the other hand, discover if there are relationships between the approaches established in state and regional regulations regarding the acquisition of said competence in the stage of Compulsory Secondary Education.