Curriculum conception, implementation and evaluation: an experience

Aligned 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.info:eu-repo/semantics/publishedVersio

The construction of a reasoned explanation of a health phenomenon: an analysis of competencies mobilized

Mobilizing scientific knowledge for understanding the natural world and for critically appraise socio-scientific situations and make decisions are key competencies for todays' society. Therefore, it is essential to understand how students at the end of compulsory schooling use scientific knowledge for understanding the surrounding world. The objective of this study is to understand how students construct a scientifically oriented explanation while making sense of a phenomenon related to health. We analysed 526 answers to a question of a Portuguese national 9th grade science exam. The results reveal that most students present difficulties in explaining a phenomenon related to health supported by logical and clear reasoning, and in mobilizing scientific knowledge for connecting different scientific domains. We reaffirm the need to reconceptualize the role of health education within science education. Developing reading, writing and discussion activities related to health, which requires the use of scientific knowledge from different domains, would facilitate students' understanding and appropriation of scientific knowledge and its transference. This is a fundamental competence for promoting active and informed citizenship.info:eu-repo/semantics/publishedVersio

Wiki as a Tool for Engaging Students with a Science Problem Solving Activity

This study aims at knowing how students experience wikis while they are involved in a problem solving science activity. The study took place in a physics and chemistry 8th grade class (13 years old), where teacher implemented a problem solving activity about acid-base reactions, using a wiki. Participants were 20 students, of which 12 were female students. The activity involved six different working groups. Wikis were analyzed with the goal to identify students’ level and quality of participation. Furthermore, in order to understand students’ experiences concerning the learning situation six focus group interviews were carried on. Three highly participating groups presented successful strategies and achieved the learning goals. These students used complex strategies for analyzing the information and used theoretical knowledge to make sense of information gathered. The collaborative processes were essential for enabling a feeling of competence and for assuring a successful learning experience. These groups revealed a high level of cognitive engagement. In comparison, poorly participating groups didn’t present a successful strategy of knowledge co-construction and revealed difficulties in understanding the scientific concepts involved. Furthermore, each poorly participating group experienced the learning situation quite differently. Results suggest that students’ engagement with a problem solving activity using a wiki is affected by a complex interplay of emotional, technical and social issues. Some recommendations for facilitating students’ engagement with wikis emerge from the study: to carefully support collaborative processes and to create safe learning environments in which error is valued as an opportunity for learning

Resiliência familiar em contexto de pobreza urbana : a percepção das famílias sobre forças familiares, resiliência individual e stress percebido

O presente trabalho tem como objectivo geral estudar a resiliência familiar em famílias em situação de pobreza urbana, partindo da sua percepção sobre as forças familiares, a resiliência individual e o stress percebido. Uma vez que, este estudo parte da necessidade sentida (na prática profissional) de adoptar uma perspectiva positiva sobre o funcionamento destas famílias e dos seus membros, um outro objectivo é o de retirar implicações relacionadas com a população em análise, com vista à intervenção. A amostra é constituída por 61 adultos, de ambos os sexos, com idades entre os 18 e os 77 anos, pertencentes a 31 famílias que vivem em situação de pobreza no concelho de Lisboa. Utilizaram-se os seguintes instrumentos de auto-relato: o Questionário de Forças Familiares (Melo & Alarcão, 2011); a Escala de Resiliência de Connor-Davidson (Connor & Davidson, 2003; versão portuguesa de Anjos & Ribeiro, 2008); a Escala de Stress Percebido (Cohen, Tamarck & Mermelstein, 1983; versão portuguesa de Rocha & Ribeiro, 2008, cit. por Rocha, 2009); e, por último, um questionário de caracterização sócio-demográfica. Os resultados indicam que os participantes são capazes de percepcionar as forças da sua família, ou seja, processos familiares associados à resiliência, o que significa que identificam aspectos positivos do seu funcionamento. Além disso, percepcionam um bom nível na escala de resiliência individual e níveis médios de stress percebido. Estes resultados realçam a importância de pensar uma intervenção centrada na família e baseada nas forças, que opere uma mudança social positiva em situação de pobreza urbana.The general goal of this work is to study family resilience in families living a situation of urban poverty, based on their perception of family strengths, individual resilience and perceived stress. Considering that study resulted from the need felt by the professional practice of adopting a positive view on the functioning of these families and their members, another goal was, therefore, added to study which consists on apprehending its implications on the population under analysis so as to enable intervention. The sample is made up of 61 adults of both genders, with ages from 18 to 77, from a population of 31 families living in poverty in the municipality of Lisbon. The following self-reporting tools were used: the inquiry on family strengths Questionário de Forças Familiares (Melo & Alarcão, 2011); the Connor-Davidson Resilience Scale (Connor & Davidson, 2003; Portuguese version by Anjos & Ribeiro, 2008); the Perceived Stress Scale (Cohen, Tamarck & Mermelstein, 1983; Portuguese version by Rocha & Ribeiro, 2008, cit. by Rocha, 2009); and last, a social and demographic inquiry. The results show that participants are able to perceive the strengths of their family - the family processes associated to resilience - meaning that they can identify the positive aspects of their functioning. Furthermore, they’ve shown to have a good perception level on the individual resilience scale as well as an average level on the perceived stress. These results underline how important it is to think of a family centered intervention based on strengths, which is likely to operate a positive social change in a situation of urban poverty

Avaliação do currículo das ciências físicas e naturais: percursos e interpretações

O livro decorre do Projeto Avaliação do Currículo das Ciências Físicas e Naturais do 3º Ciclo do Ensino Básico, financiado pela FCT (PTDC/CPE-CED/102789/2008) e inclui os resultados obtidos por vários estudos desenvolvidos. Trata-se de um estudo de avaliação, processo pouco corrente em Portugal. Passada mais de uma década do currículo das Ciências Físicas e Naturais ter sido introduzido no país, importa conhecer qual a interpretação do currículo pelos diferentes agentes educativos, como forma de dar um sentido aos resultados obtidos pelos alunos e às aprendizagens por eles realizadas. Qual o nível de penetração das ideias curriculares ao nível de professores e de autores dos manuais escolares? Como vivem os alunos esse currículo e que efeito teve o currículo na sua aprendizagem? Para tal, desenvolvemos um conjunto variado de estudos, com focos, objetivos e métodos diferentes. Os resultados permitem-nos perceber que o currículo das CFN não foi compreendido por grande parte dos professores nem por autores dos manuais escolares. As práticas mantiveram-se, na sua maioria, como eram antes, apesar da terminologia nova ter sido adotada e utilizada. Estes resultados permitem-nos elaborar algumas recomendações a editores de manuais escolares, instituições de formação de professores, decisores de política educativa e professores. Permitem-nos, além disso, contribuir para a compreensão da educação em Portugal, especialmente a de natureza curricular, podendo iluminar um caminho de melhor atuação na área das ciências.info:eu-repo/semantics/publishedVersio

“Como trabalham os cientistas?” Potencialidades de uma atividade de escrita para a discussão acerca da natureza da ciência nas aulas de ciências

Vários estudos em educação têm salientado a natureza da ciência como sendo uma componente importante da educação em ciência. Neste trabalho, é apresentada uma atividade de escrita e discussão de histórias imaginadas sobre cientistas, e são discutidas as suas potencialidades para a exploração das ideias dos alunos sobre a atividade científica. Os dados foram recolhidos através de entrevistas com professores e alunos. Foi também efetuada a análise de documentos escritos e a observação das sessões de discussão. Os resultados revelaram a presença, nos alunos, de ideias inadequadas acerca do que é a atividade científica. Revelaram, também, dificuldades por parte dos professores na gestão da discussão e no confronto dessas ideias, que dificultam a compreensão acerca da natureza do conhecimento científico. É sugerido que esta atividade possa ser enriquecida pela sua integração num contexto real, que facilite o estabelecimento de conexões com o trabalho de cientistas reais.info:eu-repo/semantics/publishedVersio

Early development and larval behaviour of two clingfishes, Lepadogaster purpurea and Lepadogaster lepadogaster (Pisces: Gobiesocidae)

The recent revision on the taxonomic status of Lepadogaster lepadogaster resulted in the division of this species into L. lepadogaster and L. purpurea, the clarification of each species’ distribution ranges and the elimination of L. zebrina (now in synonymy with L. lepadogaster). This new taxonomic status led to the need of clarifying the early development of the two species. Embryonic development lasted 21 days in L. purpurea at a mean temperature of 14.2°C, and 16 days in L. lepadogaster at a mean temperature of 16.5°C. Newly hatched larvae of both species measured 5.2 mm, had the mouth and anus opened, pigmented eyes and almost no yolk. At hatching and throughout development the two species can be distinguished by the ventral pigmentation which is absent in L. purpurea. The change to a benthic mode of life was gradual in both species, with larvae increasingly spending more time close to the bottom until definitely settling. Larval development lasted 33 days in L. purpurea at a mean temperature of 14.6°C and 18 days in L. lepadogaster at a mean temperature of 16.5°C. Locomotion and foraging behaviours are described for both species. L. lepadogaster showed a higher frequency of swimming and foraging behaviour when compared with L. purpurea

The Portuguese Maritime Voyages of Discovery: the exploration of the history of a city with an App as an educational resource

In this paper we present an evaluation of an App for mobile devices, ‘Roteiro dos Descobrimentos’, as an educational digital resource for primary school students. The study involved the participation of 131 students and eight teachers. Data were collected from participant observation, students’ questionnaires and interviews to students and teachers. According to students, they learned new things, related with the topics explored, in an easy and funny way. Students also emphasized as positive aspects the fact that they had to face different challenges and the need to mobilize their knowledge to solve them. Teachers referred that students showed great interest and enthusiasm during the activities. As main gains, teachers stressed that the application fosters the relationship of students with the city, facilitates collaboration, and promotes students’ autonomy. In resume, it seems that the playful and interactive dimension of the App promoted the development of important skills such as the ability to interact with the environment, collaborative work, autonomy, and reading and interpretation skills. As a conclusion, there is a great receptivity to integrate mobile technologies in the teaching and learning process, but the role of the teacher can’t be dismissed, as a mediator and educator

Stabilization in early adult-onset myopia with corneal refractive therapy

Purpose: To describe the stabilization of early adult-onset myopia in three university students after initiating orthokeratology treatment with corneal refractive therapy contact lenses. Methods: Three Caucasian early adult-onset progressing myopic subjects (1 male, 2 females) were fitted with corneal refractive therapy lenses to correct myopia between ?1.50 and ?2.50 D of sphere using Paragon CRT (Paragon Vision Sciences, Mesa, AZ)lenses for overnight orthokeratology. The pre-treatment refractive history from 2005 as well as refraction and axial length after treatment onset are reported over a period of 3 years between December 2009 and January 2013 with an additional year of follow-up after treatment discontinuation (January–December 2013). The peripheral refractive patterns and topographic changes are also reported individually. Results: Treatment was successful in all three subjects achieving uncorrected visual acuity of 20/20 or better monocularly. During a period of 3 years of follow-up the subjects did not experience progression in their refractive error, nor in their axial length (measured during the last 2 years of treatment and 1 year after discontinuation). Furthermore, the subjects recovered to their baseline refraction and did not progressed further over the following year after lens wear discontinuation. Conclusions: We cannot attribute a causative effect to the orthokeratology treatment alone as underlying mechanism for myopia stabilization in this 3 patients. However, the present report points to the possibility of stabilization of early adult-onset myopia progression in young adults using corneal refractive therapy treatment.This study has been funded by FEDER through the COMPETE Program and by the Portuguese Foundation for Science and Technology (FCT) in the framework of projects PTDC/SAU-BEB/ 098391/2008, PTDC/SAU-BEB/098392/2008 and the Strategic Project PEST-C/FIS/UI607/2011

Strategies to regulate myopia progression with contact lenses: a review

Purpose: Higher myopic refractive errors are associated with serious ocular complications that can put visual function at risk. There is respective interest in slowing and if possible stopping myopia progression before it reaches a level associated with increased risk of secondary pathology. The purpose of this report was to review our understanding of the rationale(s) and success of contact lenses (CLs) used to reduce myopia progression. Methods: A review commenced by searching the PubMed database. The inclusion criteria stipulated publications of clinical trials evaluating the efficacy of CLs in regulating myopia progression based on the primary endpoint of changes in axial length measurements and published in peerreviewed journals. Other publications from conference proceedings or patents were exceptionally considered when no peer-review articles were available. Results: The mechanisms that presently support myopia regulation with CLs are based on the change of relative peripheral defocus and changing the foveal image quality signal to potentially interfere with the accommodative system. Ten clinical trials addressing myopia regulation with CLs were reviewed, including corneal refractive therapy (orthokeratology), peripheral gradient lenses, and bifocal (dual-focus) and multifocal lenses. Conclusions: CLs were reported to be well accepted, consistent, and safe methods to address myopia regulation in children. Corneal refractive therapy (orthokeratology) is so far the method with the largest demonstrated efficacy in myopia regulation across different ethnic groups. However, factors such as patient convenience, the degree of initial myopia, and non-CL treatments may also be considered. The combination of different strategies (i.e., central defocus, peripheral defocus, spectral filters, pharmaceutical delivery, and active lens-borne illumination) in a single device will present further testable hypotheses exploring how different mechanisms can reinforce or compete with each other to improve or reduce myopia regulation with CLs.Supported in part by FEDER through the COMPETE Program and by the Portuguese Foundation for Science and Technology (FCT) in the framework of projects PTDC/SAU-BEB/098391/2008, PTDC/SAU-BEB/ 098392/2008, and the Strategic Project PEST-C/FIS/UI607/2011