Science competitions using technology: a study of the behavior of the participating schools in the CNC in Portugal

Neste trabalho investiga-se a dinâmica de escolas do 3º ciclo do Ensino Básico em Portugal, na preparação e participação em uma competição desenvolvida em ambiente computacional sobre conteúdos curriculares de Matemática, Português, Físico-Química e Geologia. Foi realizada uma análise fatorial exploratória de dados empíricos relativos às 143 escolas participantes nas competições realizadas em 2015, analisando-se as suas caraterísticas de atuação. Foram identificados quatro fatores latentes descrevendo o comportamento das escolas: Treino quantitativo, Treino qualitativo, Prestação e Utilizadores, constatando-se que: (i) a participação na competição de Matemática é predominante; (ii) escolas participantes em duas ou três competições apresentam diferentes dinâmicas de preparação; (iii) escolas que participam apenas em Matemática e Físico-Química parecem adotar estratégias pedagógicas mais articuladas e eficientes. Reconhece-se que, embora as escolas participantes desenvolvam trabalhos de preparação, existe uma tendência para as escolas apresentarem estratégias distintas de atuação consoante a combinação de grupos disciplinares presentes nas competições oficiais.In this work we investigate the dynamics of 143 schools of the 3rd cycle of Basic Education in Portugal, regarding the preparation and participation in online science competitions on curricular contents of Mathematics, Portuguese, Physics and Chemistry and Geology. An exploratory factorial analysis of empirical data concerning the competitions in 2015 was carried out, to analyze the characteristics inherent to schools’ performance. Four latent factors describing the schools’ behavior were identified: Quantitative Training, Qualitative Training, Proficiency and Users, which allowed us to verify that: (i) participation in mathematics competition is predominant; (ii) schools participating in two or three competitions present different preparation dynamics; (iii) schools involved only in Mathematics and Physics and Chemistry competitions seem to adopt a more articulated and efficient pedagogical strategy. Although all schools develop a preparatory work before competitions, the strategies used seem to be related to the combination of distinct disciplinary groups participating in the competitions.Trabalho subsidiado por fundos portugueses através do Centro de Investigação e Desenvolvimento em Matemática e Aplicações (CIDMA) da Universidade de Aveiro, e da Fundação para a Ciência e a Tecnologia (FCT), dentro do projeto UID/MAT/04106/2013.publishe

Growth performance of juvenile Russian sturgeon (Acipenser gueldenstaedtii Brandt & Ratzenburg, 1833) at two stocking densities in net cages

The growth performance of juvenile sturgeon (Acipenser gueldenstaedtii Brandt & Ratzenburg, 1833) was studied in experimental net cages (2 m x 2 m x 2 m) in freshwater Sapanca Lake. Fertilized eggs were imported from Krasnodar, Russia in January 2001. Two experimental stocking densities were employed (12 and 8 ind. m(-3)). Sturgeon were hand-fed a pelleted commercial trout feed twice daily throughout the 203-day experiment period. Fish were grown at ambient temperature (12.7-28.5degreesC) and natural photoperiod. Initial and final mean body weights were 279.5 g (+/-31.27) and 1112.8 g (+/-234.77) in the first group, and 271.1 g (+/-28.21) and 1140.5 g (+/-213.31) in the second group, respectively. Results were a fourfold biomass density increase in both trials from an initial 3.48 to 12.4 kg m(-3) (high density) and 2.2 to 8.8 kg m(-3) (low density). Mean specific growth rate (SGR) was determined as 2.69% day(-1) in both groups. Mean condition factor (CF) at the end of the experiment was 0.36 +/- 0.05 in the high-density group and 0.41 +/- 0.05 in the low-density group. Mean feed conversion ratio (FCR) was calculated to be 5.7 and 5.8, respectively. Survival was 92.7% in the first group (high density) and 96.1% in the second group (low density). The results demonstrated that sturgeon juveniles can be raised in cages and that growth performance (CF, SGR and FCR) and mortality of sturgeon were not significantly different at the two stocking densities (P > 0.05) tested

Use of educational technology in special education: Perceptions of teachers

The purpose of this study is to understand opinions, experiences, and perceptions of special education teachers with educational technologies. This study is a part of a larger project that targets developing instructional materials for students with special needs, their teachers and parents. Needs analysis was conducted to understand the current situation. Participants were 27 teachers in 6 different schools from Ankara, Turkey. The data were collected using semi-structured interviews and analyzed by taking content analysis approach. The results indicated that teachers’ use of technology for instructional purposes was very limited due to lack of infrastructure and appropriate material. Teachers believe that technology use in classroom improves quality of educational outcomes and job satisfaction. In relation to learning new technologies for educational use, teachers do not feel obligation to learn new technologies unless it becomes a necessity. Moreover, there is a large potential to develop materials in special education field with new technologies. Along with developing materials for students using bodily movement detection, touch screen, and smart toys technologies, it is also necessary to train teachers how to use them in classroom and to train parents to continue student’s education at home. Materials could support teachers while teaching self-care skills, social skills, and cognitive concepts. Moreover, they help students to reinforce and transfer these skills and knowledge to new contexts by providing many practice-feedback and variety of real contexts

Effects of stock density on texture-colour quality and chemical composition of rainbow trout (Oncorhynchus mykiss)

This study describes the effects of different stocking densities on texture/colour characteristics, protein content /amino acid and lipid content/fatty acid composition of rainbow trout fillet. Stocking density was selected 5 (Group A), 15 (Group B), 25 (Group C) kg fish m(-3). Tukey's Multiple Comparison Test showed insignificant differences between measured size/weight measurement and condition factors. No significant differences were found between A and C groups for colour analysis (L* and a* value) and texture profile analysis (hardness, adhesiveness, cohesiveness and gumminess values) of rainbow trout fillets. The proximate composition analysis showed rainbow trout fillets from the A and C groups to exhibit higher values of moisture than the B group. Fish from the A and B groups had a lower of ash and protein in comparison to C group samples. The highest fat values of rainbow trout were measured in B group samples. The content essential amino acid and non-essential amino acid was lower in A and B groups than in C groups. Fish from the C group had higher content of polyunsaturated fatty acids, especially n-3, docosahexanoic acid (DHA) and eicosapentaenoic acid (EPA) in comparison to A and C group. As a result, 25 kg fish m(-3) is recommended stock density in terms of product texture/color and composition quality

Collect the Bones, Avoid the Cones: a game-based app for public engagement

Game-based applications (apps) and serious games enable educationalists to teach complex life sciences topics. Gamification principles (i.e. challenges, problem solving, critical thinking) improve learners’ motivation and can also help science communicators discuss important scientific subjects and their real-world context in an effective, enjoyable manner. The aim of this study was to design, develop and evaluate a science communication game-based app, entitled Collect the Bones, Avoid the Cones, on human skull anatomy for use in public engagement activities with younger audiences. Specifically, the app contextualised three-dimensional (3D) skull anatomy within a narrative about cycling and helmet safety. The app was tested at the Glasgow Science Centre, with ethical approval from the Glasgow School of Art, to assess its potential pedagogical value, in terms of pre- and post-app knowledge and confidence, and general user evaluation. In total, 50 participants were recruited (mean age 15.6 ± 1.647, range 7–64) with 62% of participants aged 7–12. Usability and educational value were rated highly with 70% of participants agreeing they could use the app without any external instructions and 90% agreeing they understand the anatomy of the skull better after app use. The enjoyability of the game was also positively perceived with 94% of participants agreeing they enjoyed the game. Although there was no statistical significance in pre- and post-app knowledge scores, there was a statistically significant increase in players’ confidence relating to skull anatomy (pre-app: 3.00 ± 1.265, post-app: 4.00 ± 1.00, Z = −5.111, p < 0.001). These results provide promising insight into the potential of game-based apps for public engagement in anatomical sciences. Future research on how the app influences attitudes towards helmet use in different demographic groups would be valuable in identifying its full pedagogical potential