Trans masculinities: embodiments, performances and the materiality of gender in times of change

In recent years, the increased visibility of the category, transgender – or simply trans – has brought new challenges to light and, most importantly, led to the formation of a new lexicon for the naming of privilege and oppression (Boellstorf et al. 2014; Marciano 2014). While women and femininity remain subaltern in contemporary societies, the affirmation of the rights of gender minorities and the expansion of plural gender identities beyond normative definitions of hegemonic masculinity and femininity (Plummer 1996) can be seen as one of the most challenging forms of resistance to the limits imposed by binary systems of gender that oppose men and women.info:eu-repo/semantics/publishedVersio

Using PhET™ interactive simulation plate tectonics for initial teacher education

Using digital educational resources (DERs) in science education is an effective way of promoting students’ content knowledge of complex natural processes. This work presents the usage of the digital educational resource CreativeLab_Sci&Math j Plate Tectonics, designed for exploring the PhET™ Plate Tectonics simulator, in the context of the education of pre-service teachers (PSTs) in Portugal. The performance of the PSTs was analysed based on the five tasks into which the DER was organized. Results show that the DER contributed to the successful achievement of the following learning outcomes for PSTs: describing the differences between the oceanic crust and continental crust regarding temperature, density, composition and thickness, associating the plate tectonic movements with their geological consequences, and identifying the plate tectonic movements that cause the formation of some geological structures. Results also show that PSTs considered the PhET™ Plate Tectonics simulator a contributor to their learning about plate tectonics.info:eu-repo/semantics/publishedVersio

Difference between the absolute frequencies of students’ answers assigned to each factor in the pre- and post-test according to change or non-change in behavioral intention.

Yellow bars indicate the students who chose a bag with only one variety in the pre- and post-test (OneDivPre-OneDivPost). Blue bars indicate the students who chose the biodiverse bag in the pre- and post-test (BiodivPre-BiodivPost). Green bars indicate the students who chose a bag with only one variety in the pre-test and the biodiverse bag in the post-test (OneDivPre-BiodivPost).</p

Frequencies of students’ answers assigned to each factor in pre- and post-test according to bag choice.

The light green bars indicate the students of the target group who chose the biodiverse bag in the pre-test (BiodivPre). Dark green bars indicate the students of the target group who chose the biodiverse bag in the post-test (BiodivPost). Light orange bars indicate the students of the target group who chose the bags with one variety in the pre-test (OneDivPre). Dark orange bars indicate the students of the target group who chose the bags with one variety in the post-test (OneDivPost).</p

Framework of analysis applied to assess students’ attitudes towards intraspecific diversity.

Framework of analysis applied to assess students’ attitudes towards intraspecific diversity.</p

Schematic of the links established between the ABC model of attitude and the structure of students’ answers to the interview.

Schematic of the links established between the ABC model of attitude and the structure of students’ answers to the interview.</p

Chi-square tests results to study possible associations between affective and cognitive components with the students’ behavioral intention in pre- and post-tests.

K1 to K8 are different biology and health knowledge topics addressed in the educational activity. Namely, K1—Different varieties of a vegetal species have different properties (different varieties have distinct tastes, different varieties may have distinct features that make them more suitable for distinct dishes, different varieties have different nutritional properties and make our diet more diverse); K2—Different varieties may grow and produce differently in distinct environments; K3—The food’s degree of ripeness alters its flavor; K4—Different people have distinct tastes and preferences; K5—It is healthy to eat distinct varieties of a vegetable and/or it is not healthy to always eat the same variety of a vegetable; K6—Our tastes change over time, so we should try different varieties of vegetables; K7—The way we chew food influences the taste we get from it; K8—The fact that an individual is sick can change the way they taste food. (DOCX)</p

Description and examples of the various topics of the ’biology and health knowledge’ factor.

Underscore (_) denotes that no examples of the specific topic of the ‘biology and health knowledge’ factor were found in the students’ answers. (DOCX)</p

McNemar tests results to test for significant differences between pre- and post-tests results for each of the categories of analysis in control and target groups.

Asterisks (*) denote post-test values that significantly differ from pretests according to McNemar test results (p (DOCX)</p