Curriculum frameworks, programs of study, or textbooks acquired special relevance in educational policy in the latter decades. However, the renewed interest the intended curriculum and programs of study as one of the most critical components of educational policy. One of the critics is that curriculum and standards influence the classroom decisions of teachers, but often provide little detailed guidance regarding the day-to-day management of educational and classrooms activities. One of the consequences of this fact is that the textbooks are commonly charged precisely with the role of translating policy into pedagogy. They represent an interpretation of policy in terms of concrete actions of teaching and learning. As a result they are important promoters of specific visions of schooling and central in the politics of education. So, it is crucial to understand how educational policy, curriculum and textbooks are related and to understand the learning opportunities they provide in different educational systems. The general aim of this research was to understand the interrelation among educational policy, science curricula and textbooks regarding childhood and primary school education. So, we have analysed two levels of schooling, the childhood and primary school levels in some European educational systems in terms of national curricula and textbooks. In the analysis we inspected several documents like national curricula and textbooks in detail, oriented by the following three questions: (1) How the national curricula translate policy into pedagogy? (2) How the textbooks translate policy into pedagogy? (3) Do they -curricula and textbooks - translate by the same way policy intentions? A systemic and holistic model of analysis was developed and the instrument to characterise the curricula and textbooks was based on TIMSS framework (adapted) and Bernstein’s theory. In methodological terms, we used quantitative and qualitative analysis. Overall, the results revealed that (1) generally the national curricula translate the policy goals but the extend of such continuity varies from country to country; (2) the translation of the policy and the national curriculum goals promoted in different textbooks are quite different; (3) As we can understand by the previous results, national curricula and textbooks have a distinct view of what scientific education means and can influence the science educational quality. The policy intentions are so generalists that can be translated on several ways and origin problems on educational quality. Finally, we reflect on the consequences of these results in creating science educational opportunities on childhood and primary science.

The general aim was to understand the interrelation among educational policy, science curricula and textbooks regarding childhood education and primary school contexts. For this purpose a qualitative/interpretative methodology was carried out in the analysis made of some European science curriculum (England, Spain, Portugal, Finland and Norway) and some textbooks. The qualitative/interpretative methodology was integrated with a quantitative methodology of some categories and sub-categories presented in an instrument created to the research. The instrument used in analysis was based on (1) an adapted TIMSS framework: science content, science-technology-mathematics interactions, investigative performance (like gathering and interpreting data, sharing information, conducting routine and non-routine experimental activities, using simple apparatus, etc.), attitudes towards science, technology and mathematics. (see, for example, Schmidt et al, 2001 and Valverde et al, 2002, Afonso, 2008) and based on (2) Bernstein’s theory concepts: classification, framing, discursive rules, instructional and regulative discourse (see, for example, Bernstein, 1990, 1996).

The main conclusions to be drawn from this study relate to the following: that it is a general similarity between curriculum and policy goals but we can see some discontinuities between what is intended by the textbooks, curriculum and policy goals. Some discontinuities are positive and some of them are negative effects on prescriptions or suggestions for specific opportunities to be created in classrooms and in learning experiences. An additional important result is that science education at the childhood and primary levels is quite different to different countries because conceptual frameworks are substantially different. Lastly, we reflect on the consequences of these results on what policies documents, curricula and textbooks need to present to help enhance the ability of teachers and students to promote new and best visions of the scientific enterprise and to develop a more substantial and relevant science education.