Abstract:

This proposal presents an operational solution that aligns science education with the PISA 2025 framework, bridging the gap between international research and classroom practice. Central to this approach is the combined process/spiral curriculum model, developed in a previous paper, which integrates Bateson’s theory of learning with the insights of Bruner and Stenhouse in order to address the constraints on learning inherent in the development of PISA competencies. Specifically, the model satisfies the contextual constraint, where the 'what' and 'how' of teaching shape scientific dispositions (deutero-learning), and the temporal constraint, which requires vertical coherence for such dispositions to stabilize over time. While the model provides the structural framework—using the eight scientific practices defined by the National Research Council (2012) as structural invariants and the three PISA knowledge forms as complexity variables—its effective implementation depends on training teachers to apply differentiated principles of procedure. These principles are intended to help primary and secondary teachers align with PISA's epistemological and pedagogical perspectives and comply with the aforementioned learning constraints. Building on the framework of the combined model, this paper details the next phase of the research program: the systematic a priori formulation of two different sets of principles of procedure by structurally integrating insights from metascientific disciplines—specifically social epistemology and the history and philosophy of science—into operational tools for didactic transposition. For primary educators, the research focuses on developing corrective and enabling principles that provide the criteria necessary to shift instructional focus from naive "hands-on" activities toward authentic "minds-on" scientific engagement, enabling teachers and pupils to grasp the epistemic purpose behind concrete manual actions. For secondary educators, the principles are designed to be analytical and meta-cognitive, supporting specialized teachers in deconstructing their "expert blind spots" and moving beyond the "rhetoric of conclusions". By making the tacit syntax of the discipline explicit, these principles allow educators to justify how and why scientific knowledge is produced and legitimized. By formalizing these criteria a priori, the research establishes a normative basis for a subsequent collaborative co-design phase involving researchers and practicing teachers, ensuring that classroom activities align in "kind," although not in "degree," with the consensus practices of the scientific community.

Keywords:

Principles of procedure, curriculum design, PISA 2025 science framework, epistemology, logical types of learning, teacher training.