IE - GIDC - Artigos em Revistas Internacionais
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- The Blue School Program: A Model for Holistic Ocean Literacy EducationPublication . Costa, Raquel Lorenz; Faria, CláudiaThe Blue School Program is an educational initiative to enhance ocean literacy (OL) by fostering understanding and awareness of the ocean’s importance among students, teachers, and local communities. Through a holistic, interdisciplinary, and intercultural approach, it integrates scientific, cultural, and ethical dimensions of ocean education. This perspective paper examines the program’s implementation in Portugal, emphasizing its contribution to crucial educational domains such as sustainability education, scientific literacy, and citizenship education. The findings highlight notable achievements, including increased school and community engagement and the establishment of robust publicprivate partnerships, while also addressing challenges such as resource constraints and geographic disparities. By situating the Blue School Program within broader educational frameworks and analyzing its limitations and enablers, this paper offers insights and recommendations to support the collaborative development of Blue School networks and OL initiatives in diverse educational contexts.
- “Green Cities:” A Panel Discussion Activity for Promoting Pre-Service Teachers’ Skills Oriented toward Environmental EducationPublication . Faria, Cláudia; Valente, Bianor; Oliveira, Hélia; Galvão, CecíliaThe purpose of this study was to analyze the potentialities of a learning module, created within an Erasmus+ project, which involved pre-service elementary teachers in a socio-scientific scenario related to green cities. The participants were involved in a panel discussion activity, with the main objective of discussing and reflecting on how to transform a particular city into a green city, taking into account the perspectives of the different stakeholders. A total of 60 pre-service teachers and one teacher educator were involved. In this case study, data were collected through a pre- and post-questionnaire, on the importance of a set of transversal skills at a professional and personal level, two focus-group interviews, and a panel discussion analysis. The results revealed that this activity has the potential to promote pre-service teachers’ competence to assume a holistic view of an environmental issue, contributing to the development of their capacity to make “justified decision-making.” It also allowed pre-service teachers to experience and reflect on new visions of science education from a learner’s perspective. These outcomings are extremely important for helping pre-service teachers to create innovative learning contexts capable of promoting more critical, responsible, and proenvironmental active citizens.
- Potentialities of science comics for science communication: lessons from the classroomPublication . Faria, Cláudia; Valente, Bianor; Torres, JoanaThe aim of this pilot study was to understand how the use of science comics can promote students’ engagement with science, in order to discuss its potentialities as a tool to communicate science for the general public, even when involves more complex scientific knowledge. The qualitative study involved 175 students and 7 teachers. The results revealed that the use of comics significantly increases students’ motivation and commitment to the learning tasks. All participants highlighted that the narrative nature of the comics, with a mixture of text and images, offering a story to follow, contribute to their engagement with the scientific topic.
- Peer feedback and learning: a case study with 8th-grade Portuguese studentsPublication . Asper, Gerson; Faria, Cláudia; Serra, Paula; Galvão, CecíliaThis research explores the contributions of peer feedback to student learning, in the context of peer assessment. The study involved a class of 20 Portuguese middle school pupils and used document analysis, interviews, and a questionnaire to collect data. Peer feedback was identified as the key factor driving improvements in pupil performance, due mainly to its key role in identifying improvement points, but also because it is viewed as more open and understandable. Lower-performance pupils seemed to benefit more from peer feedback, while high-achieving pupils demonstrated a more autonomous improvement through independent work and feedback exchange, fostering analytical skills, critical thinking, and autonomy. All pupils, however, exhibited improved feedback provision, indicating the overall development of analytical skills. Oral peer feedback was viewed positively by pupils, facilitating understanding, despite concerns about potentially harming peers' work. Peer assessment emerges as a catalyst for personal development and autonomy, impacting self-regulation, motivation, responsibility, and resilience.
- Mapping Science Communication in Higher Education in Portugal: A Systematic Evidence Analysis of PhD and Master’s ProgramsPublication . Guerra, C.; Moreira, A.; Pombo, Pedro; Galvão, Cecília; Faria, Cláudia; Granado, António; Sanchez, Ana; Paiva, J. C.; Carvalho, Paulo; Silva, Elsa Costa eScience communication training plays a crucial role in enabling scientists to effectively connect with the public, emphasizing essential skills such as building trust in scientific and technological advancements. Despite significant progress, some studies show a notable deficiency in higher education (HE) institutional structures and mechanisms dedicated to science communication training, addressing a diverse audience including researchers, teachers, and science monitors. This study delves into the key characteristics of current science communication postgraduate training programs within the HE landscape of Portugal. Our analysis is based on a comprehensive examination of the curricula of five science communication doctoral programs offered by four public universities in Portugal. The research involves a meticulous review of course documents and insights gathered from five directors through a detailed questionnaire. The primary objectives of this research are to discern the specific goals pursued by each course, uncover the content and development of competencies within their curricula, and explore the market opportunities envisioned by each offering. The results underscore that these programs equip students with the necessary competencies to effectively address challenges in science communication, notably enhancing public understanding of science. Significant findings suggest that Portugal’s current higher education scenario predominantly emphasizes cultivating postgraduate training activities in authentic settings, fostering collaborative partnerships with society. This article is a foundational resource for further exploration into the discipline-specific applications of science communication, aiming to elevate academic engagement with society.
- Questões sociocientíficas e Ensino de Química: análise das dissertações e teses defendidas entre 2013 e 2023 no cenário brasileiroPublication . Oliveira, Iara; Reis, PedroAs questões sociocientíficas (QSC) são abordagens que podem ser utilizadas no Ensino de Química, contribuindo para empoderamento na tomada de decisões e a atuação cidadã dos alunos. Mediante esse fato, o que as pesquisas na área contemplam sobre essa abordagem? O trabalho tem como objetivo analisar como as QSC são contempladas nas pesquisas brasileiras em dissertações e teses defendidas no período de 2013 a 2023 disponíveis na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). Os caminhos metodológicos seguiram os seguintes critérios para análise: nível de ensino, tipos de QSC e foco temático dos trabalhos selecionados. Os resultados apontam que questões ambientais foram as mais exploradas nas investigações e que formação de professores foi o foco predominante. As QSC no Ensino de Química no cenário brasileiro carecem de mais investigações e aplicabilidade nas aulas na educação básica para que possa ser uma estratégia de fato com a finalidade de promover a cidadania na formação estudantil.
- Aprender agindo: iniciativas de ativismo sociopolítico em práticas educativas de CiênciasPublication . Bonfim Santos, Argeu; Strieder, Roseline; Reis, PedroDemandas da contemporaneidade, aliadas a problemas históricos enfrentados pela educação científica, têm levado pesquisadores a repensar o ensino de Ciências, em especial, a abordagem das relações ciência-sociedade. Nesse âmbito, um dos caminhos sugeridos é o ativismo sociopolítico (ASP), que possibilita aos estudantes atuarem como agentes centrais de mudanças sociais. Diante disso, a presente investigação objetiva caracterizar e compreender práticas educativas fundamentadas pelo ativismo. Para tal, conduzimos um levantamento de dissertações voltadas à temática, em contexto português, reconhecido por sua expertise na área. Para o exame do corpus, utilizamos princípios da Análise Textual Discursiva, dos quais emergiram três categorias que culminam em três níveis de ASP. De certa forma, as categorias abarcam compreensões sobre os fins da educação científica e sobre ciência, em suas relações com a tecnologia e a sociedade. Consideramos que este estudo propicia noções de como práticas e teoria se articulam, além de perspectivas para o desenvolvimento do ativismo em aulas de ciências.
- Evaluation of a Prototype Media Literacy sMOOC by an Expert PanelPublication . Tropiano, Lílian; Reis, PedroMOOCs are an emerging phenomenon in online education. There has been little investigation into the diversity of typologies within this new mode of teaching. This has grown significantly both in formal and informal educational settings. Despite the increasing number of research studies on teaching through MOOCs, various typologies like sMOOCs have received scant investigation. An sMOOC is a type of online course that operates based on the use of social media or the coordination of multiple social media utilized as a virtual learning environment. In other words, an sMOOC appropriates social media for educational purposes. The research presented in this article is part of a broader Educational Design Research (EDR) study of MOOCs aimed at promoting media literacy, with-in the social context of networked information disorder commonly referred to as misinformation or fake news. This article presents the establishment of the expert panel for the EDR approach and the evaluation conducted by the panel on the instructional resources of the sMOOC designed for media literacy.
- Reconceptualizing open schooling: towards a multidimensional model of school opennessPublication . Sarid, A.; Boeve-de Pauw, J.; Christodoulou, Andri; Doms, Mart; Gericke, Niklas; Goldman, D.; Reis, Pedro; Veldkamp, Alice; Walan, Susanne; Knippels, Marie-Christine P.J.‘Open schooling’ has become in recent years a burgeoning theme in the discourse on how to rethink education for the 21st century. This paper addresses a gap between calls for implementing an open schooling approach in policy papers and international reports and the scarcity of rigorous academic discourse on what open schooling theoretically means and practically entails in terms of school organization and curriculum. To this end, the paper presents an ecological model of school openness that is composed of eight interrelated dimensions: shared governance, ‘open’ curriculum, inner-school communities, learning communities, student participation, social engagement, parental involvement, and community collaborations. These dimensions are organized into three categories, accounting for organizational, pedagogical and communal aspects of school openness. The multidimensional nature of the model presented here provides a more intricate and nuanced account of open schooling that acknowledges the complexities and challenges that the movement towards greater openness yields for school communities. From an educa- tional research perspective, this model functions to inform the under- standing and examination of the multidimensionality of opening schools to their community. From an educational practice perspective, it can instigate in-depth and meaningful dialogue within school teams on what open schooling is and its ensuing merits.
- Implementation of a Pedagogical Model of Ocean Citizenship: Students’ PerspectivePublication . Schio, Caroline; Reis, PedroThis article evaluates the implementation of the pedagogical model by Schio and Reis (2024), aimed at promoting ocean citizenship within basic education. The evaluation is based on a pilot project from the 2021/2022 school year, which involved 543 students, aged 10 to 11, from 10 Blue Schools located along the Portuguese coast. This paper reports on phases 3 and 4 of the Design-Based Research cycle, corresponding to the implementation and evaluation phases of the pedagogical model. Preliminary results allowed us to verify the emergence of new knowledge, skills, values, critical thinking and attitudes, reflecting the development of ocean citizenship competencies among students. These outcomes affirm the model’s applicability and its potential to seamlessly integrate ocean citizenship into the basic education curriculum. However, it was observed that the activism dimension requires additional emphasis. Further testing in diverse educational settings is crucial to refine the model, adjust to local nuances and maximise its impact on nurturing future generations committed to ocean sustainability.