Do predators always win? Starfish versus limpets. A hands-on activity examining predator-prey interaction

In this article we propose a hands-on experimental activity about predator–prey interactions that can be performed both in a research laboratory and in the classroom. The activity, which engages students in a real scientific experiment, can be explored not only to improve students’ understanding about the diversity of anti-predator behaviours but also to promote their understanding about the various stages of experimental scientific procedures, such as the definition of a research problem, the statement of testable hypotheses, designing the experiments and drawing conclusions based on the evidence

School-visit to a science centre: student interaction with exhibits and the relevance of teachers’ behaviour

This study is centred on the behaviour of students and teachers during a school-visit to a Science Centre, with the purpose to answer to the following research questions: How do the students interact with the exhibits? With whom students interact during the visit? How do the teachers behave during the visit? The study was conducted in two science exhibitions, a permanent one and a temporary one. A total of 52 students and 23 teachers were observed. Data analysis showed that students used to wandering around, interacting with the exhibits for very short periods of time. However, some differences were detected between both exhibitions. In the temporary one, most students seemed to miss the interpretation of the phenomena under observation, just manipulating the exhibits, whereas in the permanent one, they tried to interpret the results of their manipulation. These results can be related to teachers’ behaviour. In fact, only in the permanent exhibition teachers remained focused in the visit for almost all the time, manipulating the exhibits while explaining it to students. It is suggested that the role assumed by the teacher during a school visit to a science centre could determine the level of students’ engagement with the visit

Investigating school guided-visits to an Aquarium: what role for science teachers?

The main goals of this study were to understand the different roles played by teachers and students during a school-guided tour to an aquarium and to analyse their different perspectives about the visit. The study focused on students’ and teachers’ behaviour during school-guided visits to an aquarium; students’ and teachers’ perspectives about this type of school visits; and the reasons provided by teachers to engage in a guided tour to a science museum. Direct observations of 39 guided tours were performed in order to describe the structure of the visit and the participants’ behaviour. A questionnaire was given to 145 teachers and 191 students after the visit, in order to describe their perspectives about the visit, and an online questionnaire was sent to a sample of 11 teachers, in order to understand their ideas about school visits to science museums. Data analysis showed that the guided visits, although well evaluated by both students and teachers, were mainly guide-directed and lecture-oriented, giving students and teachers very little choice and control over the learning agenda. Moreover, teachers showed a very passive role during the visit and reported limited plans for preparation and follow-up activities that would support the visit. Despite this scenario, the teachers who were questioned preferred guided visits to non-guided visits and recognized the potential of museums for learning. The possible role of teachers in establishing the necessary connection between guided tours and school science, and helping to bridge school curriculum, museum content, and student inquiries is discussed.info:eu-repo/semantics/publishedVersio

PBL in healthcare sciences: a case study on curriculum innovation

Students of a Cardiopulmonary Sciences curriculum in a Portuguese higher education institution have shown poor learning outcomes and low satisfaction on a course about lung function tests. A transmissive pedagogical approach, mainly based on lectures, was the common teaching practice. Aiming for a change, PBL was considered as a powerful alternative and also as a contribution for progressively innovating the curriculum. Purpose: to create PBL activities in a lung function tests course. to describe their implementation, to analyse the effects of PBL integration in students’ performance and attitudes, to characterize the generated learning environment

D. Carlos de Bragança, um Rei que se tornou pioneiro da Oceanografia em Portugal: Recursos para o ensino das ciências

O caso histórico de D Carlos de Bragança, Rei de Portugal de 1889 a 1908, um Oceanógrafo pioneiro, serve como ponto de partida para a exploração, tanto em contextos formais (ex. sala de aula) como não formais (ex. museu) de temas relacionados com a classificação biológica, métodos de colheita de espécimes e ilustração biológica (desenho por observação). As actividades propostas centram-se no trabalho do Rei D Carlos, que se dedicou ao estudo da fauna costeira Portuguesa, são dirigidas aos alunos de Biologia do Ensino Secundário e ajudam o aluno a desenvolver um conhecimento aprofundado acerca da natureza da ciência e dos métodos de pesquisa, promovendo também uma maior consciência acerca das complexas interacções que se estabelecem entre a ciência e a sociedade. Este conjunto de actividades inclui uma tarefa inicial, em sala de aula, de orientação para o tema, dois workshops desenvolvidos no Aquário Vasco da Gama e uma tarefa final, na sala de aula, de consolidação das aprendizagens. Nas tarefas de sala de aula, os estudantes analisam excertos de documentos históricos originais acerca do trabalho do Rei, com o objectivo de discutir e reflectir acerca da natureza da ciência. No Aquário, os estudantes participam activamente em actividades relacionadas com a classificação biológica e o desenho por observação. Todos os estudantes envolvidos (N=28) consideraram este projecto relevante para a aprendizagem das ciências, referindo não só a sua importância para a aquisição de conhecimentos, como para o aumento da compreensão acerca da natureza da ciência. Como consideração final, salientamos a importância do desenvolvimento de actividades baseadas na história da ciência como um veículo promotor da motivação e de uma efectiva aprendizagem das ciências, assim como para a promoção de uma parceria mais estreita entre as escolas e os museus de ciência

D. Carlos de Bragança, a pioneer of experimental marine oceanography: filling the gap between formal and informal science education

The activities presented in this paper are part of a wider project that investigates the effects of infusing the history of science in science teaching, toward students’ learning and attitude. Focused on the work of D. Carlos de Braganc¸a, King of Portugal from 1889 to 1908, and a pioneer oceanographer, the activities are addressed at the secondary Biology curriculum (grade 10, ages 15, 16). The proposed activities include a previsit orientation task, two workshops performed in a science museum and a follow-up learning task. In class, students have to analyse original historical excerpts of the king’s work, in order to discuss and reflect about the nature of science. In the museum, students actively participate in two workshops: biological classification and specimen drawing. All students considered the project relevant for science learning, stating that it was important not only for knowledge acquisition but also for the understanding of the nature of science. As a final remark we stress the importance of creating activities informed by the history of science as a foundation for improving motivation, sustaining effective science teaching and meaningful science learning, and as a vehicle to promote a closer partnership between schools and science museums

A Science Teacher Education Course in a Science Centre: A Successful Strategy to Empower Teachers to Master Museum Resources Exploration?

The main objective of this study was to understand the impacts of a science teacher training course, designed and implemented in a science centre, in teachers’ exploitation of the opportunities inherent to science centres learning contexts, through the evaluation of its impact. Data were collected through direct observation of the tutorial sessions and the school-visits organized and implemented by seven teachers. An online questionnaire was administered to 38 participants in order to understand their perspectives of the course. The data were triangulated in order to make an evaluation of the course according to its effectiveness, efficiency, relevance and durability. Data showed that the development of a science teacher course by a science centre, proved to help teachers to capitalize on the opportunities these non-formal institutions offer to enrich and reinforce science school learning. Some improvements were suggested in order to achieve a greater effectiveness

Natureza da Ciência na formação inicial de professores e a prática orientada para a promoção da literacia científica

info:eu-repo/semantics/publishedVersio

Promoting science outdoor activities for elementary school children: Contributions from a research laboratory

The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: (1) a guided visit to the laboratory, (2) a brief presentation of the research theme, (3) the development of two experiments, and (4) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis, and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activity is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activities so that children can overcome some common difficulties when performing scientific inquiry.info:eu-repo/semantics/publishedVersio

Promoting ICT use in Portuguese schools. A case of school-university collaboration

In this article we analyse a four-year period of collaboration between 36 k-12 schools and a higher education institution concerning ICT integration in the light of theoretical perspectives on educational change and innovation. The school and a team of experts of the University designed each integration project collaboratively, the school’s needs were identified and actions were implemented to train teachers on ICT use and to give support to the integration of technology in their practices. Identified factors for successful integration are discussed within the frame of school-university collaboration contributing for the design of future similar initiatives.In this article we analyse a four-year period of collaboration between 36 k-12 schools and a higher education institution concerning ICT integration in the light of theoretical perspectives on educational change and innovation. The school and a team of experts of the University designed each integration project collaboratively, the school’s needs were identified and actions were implemented to train teachers on ICT use and to give support to the integration of technology in their practices. Identified factors for successful integration are discussed within the frame of school-university collaboration contributing for the design of future similar initiatives