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The Development of Science Education Research in Brazil and Contributions from the History and Philosophy of Science

VILLANI, Alberto; DIAS, Valéria Silva; VALADARES, Juarez Melgaco
Fonte: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD; London Publicador: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD; London
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
65.94%
Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaes on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.

Textos e leitura na educação em Ciências: contribuições para a alfabetização científica em seu sentido mais fundamental.; Science education texts and reading: some contributions to the fundamental sense of scientific literacy.

Nigro, Rogério Gonçalves
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 16/10/2007 PT
Relevância na Pesquisa
65.92%
A linguagem é um campo de pesquisa em educação em ciências cujo número de trabalhos vem crescendo nos últimos anos (Carlsen, 2007). Um dos assuntos relacionados à linguagem na educação em ciências que ainda necessita ser mais explorado é a leitura e a escrita em ciências. Algumas das questões que surgem nesta fronteira do conhecimento são: Como os textos usados no ensino-aprendizagem de ciências podem ser caracterizados? Qual a relação destes textos com a compreensão leitora dos estudantes que com eles tomam contato? Possíveis respostas para estas questões são apresentadas em investigações que abordam a linguagem de tais textos (Merzyn, 1987; Unsworth, 2001), ou que enfatizam a questão dos gêneros de texto não ficcionais (Keys, 1999; Hand et al, 1999) ou, ainda, que exploram o uso de textos jornalísticos no ensinoaprendizagem de ciências (Wellington, 1991; Norris e Phillips, 1994; Phillips e Norris, 1999; Ratcliffe, 1999). Nesse trabalho sugerimos uma possível resposta para estes problemas focando-nos na investigação da compreensão leitora. Aqui procuramos avaliar a compreensão manifestada por duas amostras de estudantes do final do ensino fundamental (entre 14-15 anos) que lêem trechos de textos de diferentes gêneros...

Formação de formadores para o ensino de ciências baseado em investigação; Training teacher trainers for inquiry based science education

Borges, Rita de Cassia Pereira
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 11/05/2010 PT
Relevância na Pesquisa
65.93%
O ensino de ciências baseado em investigação nas séries iniciais do ensino fundamental tem sido recomendado por muitos educadores, pelas academias de ciências de todo mundo e também pela Academia Brasileira de Ciências, que desenvolve o programa ABC na Educação Científica Mão na Massa. Este estudo se insere na temática de formação de formadores e foi realizado em um dos polos do programa, a Estação Ciência da Universidade de São Paulo, no projeto Mão na Massa - Iniciação Científica no Ciclo I realizado em parceria entre a Estação Ciência e a Secretaria Municipal de Educação de São Paulo (SME). O projeto teve como objetivo a implantação do ensino de ciências baseado em investigação em escolas municipais do fundamental I e envolveu dez Diretorias Regionais de Educação (DRE), cerca de oitenta escolas da SME e foi desenvolvido de 2006 a 2008. Consistiu na formação: de um formador de cada uma das Diretorias pela equipe da Estação Ciência, de um coordenador pedagógico de cada escola realizada pela Estação Ciência e pela DRE; dos professores do ensino fundamental I, que foi realizada pelos coordenadores pedagógicos na própria escola e dos alunos desses professores nas aulas de ciências. Acompanhamos e analisamos o grupo de formação continuada de formadores das Diretorias Regionais de Educação coordenado pela equipe da Estação Ciência. Realizamos pesquisa qualitativa com observação participativa dos encontros...

Construindo subsídios para a promoção da educação científica em visitas a laboratórios de pesquisa; Discussions regarding the Promotion of Science Education during Visits to Research Laboratories

Watanabe, Graciella
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 24/02/2012 PT
Relevância na Pesquisa
65.92%
O trabalho apresentado investiga as contribuições da pesquisa em ensino de ciências para a promoção da educação científica em atividades a serem desenvolvidas por laboratórios ativos de pesquisa. Apoiado nos debates sobre o ensino em espaços não formais, procura situar o ambiente de trabalho desses centros e suas possibilidades de interlocução com a escola básica e o público em geral. Tal perspectiva localiza as limitações desses laboratórios, reconhecendo a não intencionalidade própria dos espaços envolvidos, ao contrário do que se observa, por exemplo, em museus ou exposições científicas. Por outro lado, identifica sua singularidade, enquanto ambiente privilegiado para apresentar os processos de produção científica, enfatizando os aspectos sociais de seu fazer, pouco explorados no contexto escolar. Com esse intuito, foram analisadas as possíveis contribuições de reflexões sobre Alfabetização Científica e Ciência- Tecnologia-Sociedade (CTS), a fim de inserir articulações entre os aspectos do conhecimento científico presentes nos laboratórios e as demandas de visitantes. Em particular, investiga-se o acelerador de partículas Pelletron, do Departamento de Física Nuclear do IFUSP, analisando diferentes estratégias associadas a visitas...

Visitando, pesquisando, aprendendo e brincando : uma revisão de atividades para o ensino informal de ciências; Visiting, investigating, learning and playing : a review of activities for infomal science education

Sebastiany, Ana Paula; Pizzato, Michelle Camara; Del Pino, Jose Claudio; Salgado, Tania Denise Miskinis
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Artigo de Revista Científica Formato: application/pdf
POR
Relevância na Pesquisa
65.89%
Este trabalho apresenta uma revisão acerca do papel do ensino informal em ciências. Dentre as discussões, está a diferenciação entre o ensino formal e o informal no que se refere à aprendizagem. Entre os resultados das pesquisas analisadas, destaca-se o fato de que os espaços de educação não formal são importantes complementos à escola. Verificou-se que as estratégias adotadas concebem estes espaços como locais de interação efetiva entre alunos, professores e monitores. O objetivo destas atividades, em geral, é a demonstração ou a simulação de fenômenos científicos. Finalmente, parece que as pesquisas em educação em ciências sobre ensino formal e informal buscam a compreensão de como as aprendizagens acontecem fora da escola com a intenção de construir um referencial teórico para essas práticas e processos de educação.; This paper presents a review about the role of informal teaching in science. Among the discussions, distinction is presented between formal and informal education and its relationship with learning. The results of the surveys analyzed show that the spaces of non-formal education are important complements to the school. It was found that the strategies adopted conceive these spaces as places of effective interaction between students...

Tendencias da pesquisa academica sobre o ensino de ciencias nas series iniciais da escolarização (1972-2005); Trends in academic research on the science education in elementary school (1972-2005)

Rebeca Chiacchio Azevedo Fernandes
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 15/05/2009 PT
Relevância na Pesquisa
65.97%
Considerando-se a incipiente divulgação das pesquisas sobre a Educação em Ciências no Brasil e seu reconhecido potencial para a melhoria do ensino escolar, em especial nas séries iniciais, a pesquisa descreve e analisa as tendências das teses e dissertações direcionadas ao Ensino de Ciências nas séries iniciais do ensino fundamental no período de 1972 a 2005. Busca conhecer o que tem sido investigado sobre o ensino de Ciências nesse nível de escolaridade e, de modo particular, quais as características e tendências pedagógicas das práticas escolares propostas e implementadas por essas pesquisas. Por intermédio de catálogos de teses do CEDOC - Centro de Documentação em Ensino de Ciências da Faculdade de Educação da UNICAMP e do banco de Teses da CAPES, foram identificadas 135 teses e dissertações sobre o ensino de Ciências nas quatro primeiras séries do ensino fundamental. Estas foram estudadas segundo os descritores: ano de defesa, orientador, instituição produtora, área de conteúdo do currículo escolar e foco temático. No conjunto de trabalhos, 83% foram defendidos nos últimos dez anos do período investigado e em 48 universidades distintas, predominando a produção da USP (14%), UNESP (9%), UFSCar (6%) e UNICAMP (5%). Quanto à área de conteúdo...

EBook proceedings of the ESERA 2011 conference : science learning and citizenship

Bruguière, Catherine; Tiberghien, Andrée; Clément, Pierre; Albe, Virginie; Carvalho, Graça Simões de; Caravita, Silvia; Constantinou, Costas; Couso, Digna; Dolin, Jens; Duit, Reiners; Evans, Bob; Johnston, Jane; Lavonen, Jari; Marquez, Conxita; Marzi
Fonte: European Science Education Research Association (ESERA) Publicador: European Science Education Research Association (ESERA)
Tipo: Livro
Publicado em /03/2012 ENG
Relevância na Pesquisa
75.8%
This ebook contains fourteen parts according to the strands of the ESERA 2011 conference. Each part is co-edited by one or two persons, most of them were strand chairs. All papers in this ebook correspond to accepted communications during the ESERA conference that were reviewed by two referees. Moreover the co-editors carried out a global reviewing of the papers.; ESERA - European Science Education Research Association

HSCI2012: proceedings of the 9th International Conference on Hands-on Science

Costa, Manuel F. M., ed. lit.; Vázquez Dorrío, José Benito, ed. lit.; Erdogan, Mehmet, ed. lit.; Erentay, Nilgun, ed. lit.; International Conference on Hands-on Science, 9, Antalya, 2012
Fonte: Hands-on Science Network Publicador: Hands-on Science Network
Tipo: Conferência ou Objeto de Conferência
Publicado em //2012 ENG
Relevância na Pesquisa
75.84%
Including 1st Childrens’ Summit on Hands-on Science & Environmental Education. The core topic of the 9th Hands-on Science Conference are “Science Education, Environment and Society" and "Reconnecting Society with Nature through Hands-on Science”.; Livro que reúne os trabalho extensos aceites para publicação nos proceedings da 9th HSCI conference

Earth-Science Education: From all over the World to East-Timor

Marques, Luis; Rebelo, Dorinda; Andrade, António; Bonito, Jorge
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Parte de Livro
ENG
Relevância na Pesquisa
65.95%
Earth Science education (ESE) emerges as a relatively new research area and there is an unquestioned need for improving students´ abilities on that field (American Geological Institute, 2008), taking into account that it is important for students’ everyday lives and thus, relevant for scientific literacy. So, the inclusion of a section concerned with this issue, was a very wise decision of the 1st Geological Congress at East-Timor Organising Committee, revealing an up to date vision about education for the XXI century. The paper will be divided in four sections: - Science Education - meaning, epistemology and rationale; - Earth- science-education all over the World in the context of Science Education; - Earth- science education in East-Timor secondary school curriculum; - Earth-science education and challenges for the future

Exploring the Current State of Grades 4 to 8 Science Education in Ontario

Dow, Allison
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
75.93%
This study sought to explore the current state of Grades 4 to 8 science education in Ontario from the perspective of Junior/Intermediate (J/I) teachers. The study’s methodology was a sequential 2-phased mixed methods explanatory design denoted as QUAN (qual)  qual. Data were collected from an online survey and follow-up interviews. J/I teachers (N = 219) from 48 school boards in Ontario completed a survey that collected both quantitative and qualitative data. Interviewees were selected from the survey participant population (n = 6) to represent a range of teaching strategies, attitudes toward teaching science, and years of experience. Survey and interview questions inquired about teacher attitudes toward teaching science, academic and professional experiences, teaching strategies, support resources, and instructional time allotments. Quantitative data analyses involved the descriptive statistics and chi-square tests. Qualitative data was coded inductively and deductively. Academic background in science was found to significantly influence teachers’ reported level of capability to teach science. The undergraduate degrees held by J/I science teachers were found to significantly influence their reported levels of capability to teach science. Participants identified a lack of time allocated for science instruction and inadequate equipment and facilities as major limitations on science instruction. Science in schools was reported to be of a “second-tiered” value to language and mathematics. Implications of this study include improving undergraduate and preservice experiences of elementary teachers by supporting their science content knowledge and pedagogical content knowledge.

Strengthening Science Education in Sri Lanka

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
66.05%
Scientific literacy is essential to stimulate an environment conducive to new knowledge generation, discovery and innovation. A quality school science education is central to building a scientifically literate population. Science education in Sri Lanka has progressed both quantitatively and qualitatively since the 1950s. Access to science education has grown steadily. This paper addresses the challenges to providing a good science education and considers pathways to the future. Policy initiatives supporting science education at present are considered. The science programme in schools is reviewed taking into account parameters such as curriculum, teaching and learning methods, learning assessments, teaching material and deployment and training of science teachers. First, learning achievements in science are assessed in the context of test scores in national assessments administered at grade eight. It is assumed that the national examinations are a suitable instrument to test learning outcomes and that at least in part reflect the quality of education.

Hands-on science: science education with and for society

Costa, Manuel F. M., ed. lit.; Pombo, José Miguel Marques, ed. lit.; Vázquez Dorrío, José Benito, ed. lit.
Fonte: Hands-on Science Network Publicador: Hands-on Science Network
Tipo: Livro
Publicado em //2014 ENG
Relevância na Pesquisa
75.98%
The decisive importance of Science on the development of modern societies gives Science Education a role of special impact. Society sets the requirements rules and procedures of Education defining what concepts and competencies citizens must learn and how this learning should take place. Educational policies set by governments, elected and or imposed, not always reflects the will and ruling of Society. The School as pivotal element of our modern educational system must look behind and beyond imposed rules and regulations and persistently seek a permanent and open relation with Society, in all its dimensions, assuming and defending its crucial role on the development of Society and humankind. Aiming to contribute to an effective implementation of a sound widespread scientific literacy and effective Science Education in our Schools and Society at large, the Hands-on Science Network promotes a number of meetings and conferences open to the widest range of contributions on different pedagogic approaches with the common goal of promoting an effective learning of Science. This book gathers a number of interesting works presented at the 11th International Conference on Hands-on Science held in Aveiro, Portugal, July 21 to 25...

HSCI2014: booklet of the 11th International Conference on Hands-on Science

Costa, Manuel F. M., ed. lit.; Pombo, José Miguel Marques, ed. lit.; Vázquez Dorrío, José Benito, ed. lit.; International Conference on Hands-on Science, 11, Aveiro, 2014
Fonte: Hands-on Science Network Publicador: Hands-on Science Network
Tipo: Conferência ou Objeto de Conferência
Publicado em //2014 ENG
Relevância na Pesquisa
75.98%
The core topic of the 11th Hands-on Science Conference is "Science Education with and for Society"; As we all know it is the Society that sets the requirements rules and procedures of Education. It is Society that defines what citizens must learn in what concern either concepts and or competencies, and how this learning can, must in fact…, take place. Society is the ensemble of all of us citizens and of all the structures tangible and intangible we create and created along the years of our common history as a people, as a nation, as humankind. Educational policies set by governments, elected and or imposed, not always reflects the will and ruling of Society. In difficult times of, apparent, civilizational regression and clear disrespect of people’s citizens’ and human’ rights, as the ones we are facing in the beginning of this new millennium, Education can and should have a decisive corrective role. The School as pivotal element of our modern educational system must look behind and beyond imposed rules and regulations and persistently seek a permanent and open relation with Society, in all its dimensions, assuming and defending its crucial role on the development of Society and humankind. The decisive importance of Science to the development of the Society awards Science Education and Science & Technology Education a role of special impact. The aim of the Hands-on Science Network was set right from the beginning to “contribute to the generalization innovation and improvement of Science & Technology Education at basic vocational training and secondary schools by hands-on experimental investigative practice in the classroom ... bringing hands-on active learning of Science into the classroom and into the soul and spirit of the School ...” with a broad open understanding of the meaning and importance of Science to the development of our societies...

Perceptions of Science Education Among African American and White Evangelicals: A Texas Case Study

Korver-Glenn, Elizabeth; Chan, Esther; Ecklund, Elaine Howard
Fonte: Universidade Rice Publicador: Universidade Rice
Tipo: Journal article; Text; post-print
ENG
Relevância na Pesquisa
65.96%
Evangelicals have been highlighted at the intersections of religion, science, and education, yet little is known about how evangelicals perceive public science education and how these perceptions compare across racial lines. Here we analyze how African American and white evangelicals view science education through 40 in-depth interviews collected from two evangelical congregations in Texas. Without raising the topic of evolution, we find that African American leaders, white leaders, and white laity engaged in faith-based, evolution-contesting discourse, but African American laity rarely framed science education in faith-based ways. For them, science education was often linked to educational resources or was distant from their lived experiences. Our findings clarify disjuncture and overlap among African American and white evangelicals by exploring perceptions that challenge and affirm the public institution of science education in different ways. Our conclusion stresses the need to examine perceptions of science and education among religious subgroups differentiated along social and historical lines.

An exploration of inquiry based science education in Irish primary schools

Dunne, Jonathan
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/doctoralThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
ENG
Relevância na Pesquisa
65.98%
peer-reviewed; This thesis is concerned with exploring the state of primary science education in Ireland, with a particular focus on devising a developmental framework and a form of an intervention for supporting the promotion of the ideals of inquiry in science teaching and learning in primary schools. Current research shows that primary science education in Ireland and internationally is facing major issues relating to teacher confidence, teacher pedagogies and teacher content knowledge. In Ireland, this has resulted in a situation where primary school teachers appear to be avoiding science teaching. This investigation, therefore, explores the concept of Inquiry Based Science Education (IBSE) and its application to primary science education, with the aim of demonstrating the positive impact of IBSE on teaching. To achieve this, this research carried out a contextual analysis and an analysis of professional practice of Irish science education. These studies were then synthesised into the development of a form of teaching intervention which promoted the structures, processes and ideals of IBSE. These studies included a critical review and evaluation of current research on primary science education, teacher education and teacher resources...

Creativity in early science education : a case study

Costa, Manuel F. M.; Marques, Marta Isabel Bessa
Fonte: H-Sci Publicador: H-Sci
Tipo: Parte de Livro
Publicado em //2014 ENG
Relevância na Pesquisa
65.89%
The importance of creativity in education is recognized and is mentioned in Portuguese educational policy documents. The need and importance of science education to foster students' creativity was the main driving point of this study. This qualitative study aims to reveal the potential for creativity and the role of Inquiry Based Science Education in preschool and early primary education. The fieldwork was documented by the use of sequential digital images capturing detailed interactions; field notes supplemented by audio recording later transcribed; and an overall timeline. This communication presents a set of data analysis in relation to one case -application of one hands-on IBSE activity in one classroom. The case study herein reported contains different episodes, documenting examples of mathematics learning through the lens of creativity.

History of Science in Science Education: the Case of Oersted’s Experiment

Valente, Mariana; Caldeira, Nazaré
Fonte: 4th International Conference of the European Society for the History of Science Publicador: 4th International Conference of the European Society for the History of Science
Tipo: Aula
POR
Relevância na Pesquisa
65.97%
In April 1820,Oersted gave a lecture, at the University of Copenhagen, on the connections between the phenomena of electricity, galvanism and magnetism. During this lecture something happened that put him on a path towards the clarification of his ideas. In July 1820, he published his findings in a paper written in Latin which he sent to various scientists in Europe. This experiment is regarded as being at the origin of the phenomena, and of the theory of electromagnetism. What happened? Some studies in the field of the History of Science and in Science Education provide us with elements to reflect on the matter (Andrade Martins, 1986, 2003, 2007; Heering, 2000; Kipnis, 2005; Jacobsen, 2006; Friedman, 2007; Brain, 2007, Cavicchi, 2008). How is this experiment treated in secondary school textbooks? Today, in Portugal, it is presented in passing and without even naming Oersted. Time acts on ideas, in science education, in a dispersive manner: we loose a great deal of their significance and sometimes we use ideas that were previous to the experiment as if they were a consequence of the same, as we will show. Why is it important, today, to recreate some historical experiments, in the context of science education? At a time where the discussion about the nature of science is very important...

A Big Problem for Magellan: Food Preservation

Galvão, Cecília; Reis, Pedro; Freire, Sofia
Fonte: International Council of Associations in Science Education Publicador: International Council of Associations in Science Education
Tipo: Artigo de Revista Científica
Publicado em //2008 ENG
Relevância na Pesquisa
65.88%
In this paper, we present data related to how a Portuguese teacher developed the module "A big problem for Magellan: Food preservation." Students were asked to plan an investigation in order to identify which were the best food preservation methods in the XV and XVI centuries of Portuguese overseas navigation, and then establish a parallel between those methods and current ones. Students were involved in discussing the relationship between science and social issues, and about the impact that science evolution has on daily life practices. The teacher had professional experience and a Master's degree in science education and considered that PARSEL and the specific module constituted a good approach to achieve his goals concerning science education. Students were attending a twelfth-grade biology class and wished to pursue university studies in science. We carried out participant observations, interviews with the teacher and four of his students, and we also administered a questionnaire to the students. Both teacher and students found the module popular and relevant for their lives. Despite positive assessment, some less positive issues, such as, time management and module extension, and the difficulty of making a connection between science and social issues were also identified.

An analysis of context and learning environment models in science education research and practice

Espinet Blanch, Mariona
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2013 ENG
Relevância na Pesquisa
65.96%
The presentation aims at in one hand reviewing different models of “Context” used in context-based science curricula and teaching, in the other hand identifying different views of the concept “Learning environments” as used within science education literature as well as education more generally, and finally establishing relationships between the views of Context and Learning Environments to show their complementarities as the basis for a unified view. Four models of context are reviewed: (a) Context as direct applications of concepts; (b) Context as reciprocity between concepts and applications; (c) Context as provided by personal mental activity; and (d) Context as social circumstances. In addition three views on learning environments are also reviewed: (a) Learning environment as a psychosocial entity; (b) Learning environment as a system; and (c) Learning environment as a community. The comparative analysis appears to indicate that both Context and Learning Environments experience a sociocultural turn which embraces complexity and diversity. A cartography of contexts for science education is presented based on a set of attributes taking into account the four worlds that are interconnected such as school science, everyday science...

University-school partnerships for social justice in mathematics and science education: the case of the SMILES project at IMSTUS

Ndlovu,Mdutshekelwa C
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
75.88%
My purpose in this paper is to situate a university-school mathematics and science education partnership within a social justice perspective in education. The focus of the systemic intervention endeavour was school-based teacher professional development in which university-based facilitators embarked on class visits with the aim of identifying teacher needs, co-teaching and offering professional support over a three-year period. This was in contrast to evaluation (inspection visits) often undertaken by the subject advisors under the auspices of the Department of Education which, for historical reasons, tend to be viewed with suspicion by teachers and teacher unions. Five historically disadvantaged secondary schools and their 10 feeder primary schools were involved in this study with a view to providing equal opportunities to learners from marginalized communities in the Cape Winelands district of the Western Cape. Initial results suggest that an intervention programme that is responsive to local needs can go a long way in bringing about collaborative teacher professional development that leads to reflective practice in professional learning communities and can add value to the quality of student achievement in the gateway subjects of mathematics and science.