IE - GIDC - Capítulos de Livros
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- Desafíos para la educación en ciencias y formación del profesorado en tiempos conturbadosPublication . Reis, PedroVivimos tiempos turbulentos en lo que respecta a la democracia, los derechos humanos, la justicia social y el bienestar de las personas, las sociedades y los ecosistemas. El clima político y social mundial está saturado de ira, miedo, desinformación, desconfianza y desánimo. La polarización política se extiende por todo el planeta y se traduce en divisiones y conflictos entre países y dentro de las comunidades y familias. Teniendo como punto de partida este escenario, este texto discute algunos desafíos que se colocan a la educación en ciencias y a la formación del profesorado para combatir las causas de estos problemas e injusticias.
- The Project We Act: Informed Collective Activism Regarding Real-Life Problems as Part of an Ecojustice NetworkPublication . Reis, PedroThe ‘We Act’ project was created in 2012 on the initiative of the author of this text and with the collaboration of a small group of educators from different levels of education—from pre-school to university—united by their common interest in Socio-Scientific Issues (SSI) and Socio-Environmental Issues (SEI) and convinced of the power of collective action grounded on research in empowering students as active citizens and social protagonists committed to promoting social and environ- mental justice. The activities developed by this initial group have succeeded in captivating the interest of many educators and students from different countries who have joined the project community.
- La educación en ciencias para la transformación socialPublication . Reis, PedroVivimos momentos de retroceso en lo que respecta a democracia, derechos humanos, justicia social y bienestar de las personas, las sociedades y el medio ambiente. Este capítulo presenta un men- saje de esperanza en tiempos mejores. Constituye una reflexión sobre el poder de la educación y los ciudadanos en la lucha contra ideologías autoritarias y estructuras que restringen los derechos y el acceso de aquellos a quienes dicen servir, y pretende ser un manifiesto contra el fatalismo, el pesimismo, la apatía o la complacencia ante la degradación ambiental y la injusticia social, a través de la presentación de un enfoque educativo promotor de cuestionamientos de los problemas ambientales de la sociedad actual y del empoderamiento de los jóvenes/ciudada- nos para la transformación social hacia la construcción de un mundo más justo y sostenible. Se trata de un enfoque educativo que nos inter- pela como ciudadanos, permitiendo que los alumnos y sus docentes asuman el rol de ciudadanos críticos, movilizados contra los problemas ambientales e involucrados activamente en la mejora de la sociedad. El capítulo presenta una perspectiva humanista de la educación científica que combina un enfoque de contenido científico con la educación para la ciudadanía ambiental y el desarrollo holístico de los jóvenes/ciudadanos. De esta forma, la enseñanza de las ciencias se asume como pretexto y contexto para el desarrollo de conocimientos, capacidades y actitudes que permitan a los jóvenes/ciudadanos enfrentar los problemas, desafíos e injusticias de su vida cotidiana. En este enfoque educativo, la ciencia se presenta de una manera social- mente contextualizada que refuerza la percepción de los estudiantes sobre la importancia y relevancia de la educación científica para la resolución de problemas que afectan a sus/nuestras comunidades. Según este enfoque, el éxito de los estudiantes en la escuela y en la vida no depende solo del éxito académico sino, fundamentalmente, de la experiencia de oportunidades de desarrollo intra- e interpersonal y del ejercicio de la ciudadanía en situaciones que se consideren socialmente relevantes. Los estudiantes necesitan que los alienten a asumir la responsabilidad por la promoción del bienestar de las comunidades y los ecosistemas en los que viven.
- Developing a Remote Teaching Approach for Practical Training of Vocational StudentsPublication . Kampschulte, Lorenz; Voß, Miriam; Karcz, Wojciech; Reis, PedroIn recent years, there has been an unprecedented increase in distance education, highlighting the need for didactically sound concepts suitable for such learning contexts. Distance learning revealed a dramatic lack of hands-on training, especially in science and engineering subjects, to promote practical skills in these disciplines. In a context where schools face fundamental IT problems, the tech- nical approaches to collaboration currently being explored represent a distant future vision for engineering and science education. Therefore, simpler approaches are needed that connect to teachers’ prior knowledge and experience. The Hands-on-Remote project (Erasmus+ ) intends to provide self-directed hands-on work for students in remote situations and to decrease feelings of isolation among students. Each European partner developed a teaching module involving hands-on work with real physical objects, even if working at distant places. The three modules combine strategies to embed the physical hands-on experiments, e.g., using elements of learning in virtual environments and/or mobile learning. All modules are quality-tested, low-cost open learning resources based on results from didactic research as well as on experiences made during the pandemic. The paper presents preliminary evaluation results of the implementation process.
- Introduction to the Conceptualisation of Environmental Citizenship for Twenty-First-Century EducationPublication . Hadjichambis, Andreas; Reis, PedroThe EU’s growth strategy (Europe 2020) and the European vision for green, circular and low-carbon economy in line with the EU 2050 (EU-roadmap 2050) give par- ticular attention to citizens’ participation and engagement and therefore to Environmental Citizenship. Environmental Citizenship has been an influential con- cept in many different arenas such as economy, policy, philosophy, corporation management and marketing, which could also be better exploited and established in the field of education. Environmental Citizenship is recognized as an important aspect in addressing global environmental problems such as climate change (Stern 2011; Ockwell et al. 2009) whilst providing support to pro-environmental organisa- tions and individuals, contributing also to public pressure for political action (sign- ing petitions, writing to politicians and newspapers). Many varied definitions of Environmental Citizenship can be found within the literature. Some of them are quite similar, and important overlaps can be observed; however, others can be quite different with contradictions in their philosophy and approach. According to Dobson (2010), Environmental Citizenship refers to pro-environmental behaviour, in public and in private, driven by a belief in fairness of the distribution of environmental goods, in participation and in the co-creation of sustainability policy. It is about the active participation of citizens in moving towards sustainability. Education and especially environmental discourses in science education have a lot to contribute in adopting and promoting Environmental Citizenship. However, the conceptualisation of Environmental Citizenship in educational context remains an imperative need. The under-explored (until now) potential for pro-environmental behaviour change through Environmental Citizenship should be further emphasised (Dobson 2010) and can contribute greatly to a more sustainable world.
- Environmental Citizenship and Youth ActivismPublication . Reis, PedroThe exercise of Environmental Citizenship is strongly associated with a citizen’s capacity to act in society as an agent of change (ENEC 2018), and this depends on the development of a person’s willingness and competence for a critical, active and democratic engagement in preventing and solving environmental problems. There is a call for a citizenry that is well informed and empowered to take appropriate actions on the seriousness of the environmental problems affecting our world (Gray et al. 2009; Hodson 2003). However, many citizens do not feel empowered enough to participate in decision-making processes regarding socio-environmental issues, and, at the same time, the faith and trust in politicians have decreased, and political apathy is gaining ground (Hodson 2014). Throughout the past decade, the surge in authoritarian government practices, the failure of popular movements to replace undemocratic regimes and the increase in populist movements all over the world are fuelling concerns about a possible ‘democratic recession’ (Diamond 2015). Part of the success of this movement has been credited to the failures in mobilising young people’s political participation (Schulz et al. 2018; Jackson et al. 2016).
- Educational Potentialities of Student-Curated Exhibitions on Socioscientific Issues: The Students’ PerspectivePublication . Reis, Pedro; Baptista, Mónica; Tinoca, Luís; Linhares, ElisabeteThe IRRESISTIBLE Project had the aim of involving teachers, students, and the public in the discussion on Responsible Research and Innovation (RRI), promoting both the construction of knowledge about cutting-edge (and controversial) research topics (socioscientific issues—SSI) and discussion about the criteria that research/innovation processes should respect to be considered as responsible. This chapter presents qualitative results on the educational potential of IRRESISTIBLE’s student-curated exhibitions about SSI and their RRI dimensions. Student-curated exhibitions took place in different contexts—schools, universities, museums, and public places—and were assumed as an activism strategy through which students informed the community about the SSI they had researched, and triggered discussion about the necessary conditions to ensure RRI practices in those areas. Data were collected through interviews with participating students from 10 countries. Overall results indicate that students improved their perceptions regarding their competences in developing exhibitions as a way of creating awareness about topics relating to science, technology, and society. This activity reinforced students’ perceptions that in science classes they develop socially relevant projects and learn how to influence other citizens’ decisions about social issues related to science, technology, and the environment, with the aim of ensuring a more sustainable future.
- A relação teoria e prática: o conhecimento da ciência aliado à competência didáticaPublication . Faria, Cláudia; Chagas, Isabel; Kullberg, Maria Carla; Galvão, CecíliaNa formação inicial é essencial que os futuros professores adquiram não só um conhecimento científico sólido, mas desenvolvam também um repertório de práticas educativas variado. O presente capítulo tem como objetivo compreender como se concretiza esta relação teoria e prática no Mestrado em Ensino da Biologia e da Geologia. Este trabalho baseou-se na análise dos programas e dos trabalhos realizados no âmbito de algumas das UCs deste Mestrado, e na análise de entrevistas às docentes responsáveis e a uma professora cooperante. Os resultados sugerem que neste Mestrado se aposta fortemente no desenvolvimento de uma abordagem investigativa, em contextos formais e não-formais, na promoção da compreensão sobre a natureza do conhecimento científico, e na reflexão sobre a prática. No entanto, desta análise sobressaem algumas dificuldades, sendo perspetivada a necessidade de envolver os futuros professores em situações de sala de aula, nomeadamente através de atividades práticas, logo desde o início da formação.
- Curriculum conception, implementation and evaluation: an experiencePublication . Galvão, Cecília; Faria, Cláudia; Freire, Sofia; Baptista, MónicaAligned with the new trends in curriculum studies, the Portuguese physical and natural sciences curriculum of basic education was reorganised by introducing several new ideas and principles, such as the notion of competence, the development of adequate learning experiences, an emphasis on formative assessment of students and the idea of flexible management of the curriculum. In order to promote changes in teachers’ practices and conceptions, the reorganisation of the curriculum involved a complex process of implementation. However, this process of curriculum change was stopped abruptly due to a change in government. This chapter’s goals are to describe the process of curriculum change, how teachers interpret and implement the science curriculum and the factors that affect the way the curriculum is implemented. We analysed data from three types of studies: (a) a nationwide study focused on teachers’ perspectives regarding the science curriculum, (b) a meta-analysis of several comprehensive Portuguese studies and (c) a multiple case study involving five schools. Results show that teachers modified certain practices not according to the original intentions of the curriculum, but according to how they perceived and experienced some of the constraints and their educational and school contexts. These results support the idea that it is essential to create structures capable of responding to the emerging training needs of teachers. The creation of communities of practice involving educational researchers and teachers may facilitate discussion and reflection about the curriculum, providing teachers with resources to accomplish innovations and for providing them with feedback about the work they are developing.
- Natureza da Ciência na formação inicial de professores e a prática orientada para a promoção da literacia científicaPublication . Faria, Cláudia; Chagas, Isabel; Valente, Bianor; Almeida, António