The challenges of initial teacher training

The initial training of teachers assumes great responsibility in the methodological renewal of teachers. This study aims to know the thinking of higher education students, future teachers, regarding their knowledge and attitudes towards the curricular integration of Information and Communication Technologies (ICT), as well as to identify inhibiting and propelling factors of the use of digital technology by future teachers. This study is part of the IFITIC Project, which aims to rethink educational practice with ICT in the initial training of future teachers in order to promote methodological renewal in Pre-school Education and the 1st and 2nd Cycles of Basic Education. We used the methodological design survey and for data collection we applied a questionnaire survey, with closed questions, to students of Basic Education and Vocational Master's degree from two public higher education institutions in the North of Portugal. The results point to the existence of inhibiting factors such as lack of resources in training centers, and propellants to ICT integration such as the availability of personal resources that can compensate for the lack of resources in school centers and ICT training by training schools. They also reveal a positive and open attitude on the part of students towards the educational use of ICT.This work is funded by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-P

Repercussões na saúde física e comportamentos de risco em mulheres vítimas de violência conjugal

O presente estudo teve como objetivos avaliar as repercussões ao nível da saúde física, particularmente quanto ao autorrelato de queixas físicas e de somatização, e a ocorrência de comportamentos de risco em mulheres vítimas de violência conjugal. A amostra é composta por 65 mulheres que recorreram à Associação Portuguesa de Apoio à Vítima (APAV) - gabinete de Braga, por terem sofrido algum tipo de violência conjugal. As participantes preencheram a versão portuguesa dos seguintes instrumentos: Revised Conflict Tactics Scales (CTS2), Rotterdam Symptom Checklist (RSCL) e Brief Symptom Inventory (BSI), para além de um questionário sociodemográfico e questões relativas aos comportamentos de risco. Os resultados indicam que os diferentes tipos de abuso se encontram associados a diferentes consequências na saúde e comportamentos de risco. Assim, as mulheres vítimas de abuso físico sem sequelas apresentam mais queixas físicas e somatização, as que reportam abuso físico com sequelas consumem mais tabaco e as que experienciaram mais agressão psicológica relatam um maior consumo de droga. Neste sentido, é de enfatizar a intervenção direcionada à promoção da qualidade das relações de intimidade e de resolução de conflitos conjugais, de forma a prevenir a ocorrência de violência conjugal, assim como programas de promoção da saúde junto das vítimas, para prevenir ou reduzir as consequências nefastas para a saúde e os comportamentos de risco associados.The present paper aimed to evaluate physical health repercussions, in particular self-reported physical complaints and somatization, and the occurrence of risk behaviours concerning health of women involved in IPV. The sample consists of 65 women involved in intimate partner violence relationship, who addressed to Associação Portuguesa de Apoio à Vítima (APAV) – Braga’s office. The participants filled the Portuguese version of the following instruments: Revised Conflict Tactics Scales (CTS2), Rotterdam Symptom Checklist (RSCL), and Brief Symptom Inventory (BSI), besides, a socio-demographic inquiry and some questions concerning risk behaviours where also filled. The results demonstrate that different types of abuse are associated with different consequences concerning health and risk behaviours. Thus, women victims of physical abuse without injury present more physical complaints and somatization, those who experience physical abuse with injury exhibit increased tobacco consumption, and those who experience increased psychological aggression report increased drug abuse. In this regard, as a mean to prevent the occurrence of intimate partner violence emphasis should be given to the development of programs that promote quality in intimate relationships, programs that promote resolution of intimate conflict, as well as programs that improve victim’s health, such programs should aim minimization and prevention of negative health consequences and risk behaviours

Phytochemical composition and biological activities of Geranium robertianum L.: a review

Abstract After a period of a certain indifference, in which synthetic compounds were favored, the interest in the study of the biological properties of plants and the active principles responsible for their therapeutic properties has been growing remarkably. Geranium robertianum L., commonly known as Herb Robert or Red Robin, is a spontaneous, herbaceous plant that has been used for a long time in folk medicine of several countries and in herbalism’s practice for the treatment of a variety of ailments. Herein, we present a comprehensive review on the phytochemical characterization and the biological activities of this species, which, accompanying the remarkable increase of its use in herbal medicine, has been disclosed in the literature mainly in the last decade. The phytochemical characterization of G. robertianum has been focused mostly on the investigation of solid-liquid extracts of the plant, with special emphasis on phenolic compounds, particularly flavonoids. Studies concerning the essential oils of this species are still scarce but the number of identified compounds is high. The chemistry of G. robertianum is clearly dominated by phenolic constituents, the most studied classes of compounds being tannins, flavonoids and phenolic acids. The confirmation of the antioxidant, antimicrobial, anti-inflammatory, anti-hyperglycaemic and cytotoxic activities of G. robertianum, closely related to the high content of phenolic compounds, has come to corroborate in some extent the recognized beneficial proprieties of this medicinal plant.This work is supported by national funds by FCT - Portuguese Foundation for Science and Technology, under the project UID/AGR/04033/2013. V.C. Graça thanks to FCT for a PhD grant (SFRH/BD/52542/2014)

Bioactivity of the Geranium Genus: a Comprehensive Review

Background: Plants from the Geranium genus, which comprises about 400 species, have been used since ancient times in the practice of traditional medicines throughout the world. Therefore, herbal preparations based on Geranium species have found wide usage for the treatment of a variety of ailments. The aim of this work is to present a review, as comprehensive as possible, of the studies concerning different biological activities of Geranium species. Methods: Relevant data were obtained through systematic computer searches from major reputed scientific databases, particularly Web of Science and Scopus. Occasionally, information issued in primary sources not covered by these databases was also included provided published as peer-reviewed literature. This review covers the literature disclosed till the end of 2018. Results: Accompanying the increasing interest in herbal medicines in general, the evaluation of the biological properties of medicinal plants from the Geranium genus has been addressed thoroughly, mostly over the last two decades. Geranium species are endowed with a number of different biological activities. Herein, we present a survey of the results of the studies concerning these different biological activities. Conclusion: Most studies found in the literature effectively contribute to scientifically validate the beneficial properties of Geranium plants claimed by traditional medicines and medical herbalism and demonstrate that many of them possess evident therapeutic properties.This work was supported by European Investment Funds by FEDER/COMPETE/POCI - Operational Competitiveness and Internationalization Programme, under Project POCI-01-0145- FEDER-006958 and National Funds by FCT - Portuguese Foundation for Science and Technology under the projects UID/AGR/00690/2013 (CIMO) and UID/QUI/00616/2013 (CQ-VR). V.C. Graça thanks FCT for her grant (SFRH/BD/52542/2014). The authors are also grateful to Interreg España-Portugal for financial support through the project 0377_Iberphenol_6_E.info:eu-repo/semantics/publishedVersio

PROJETO DE SIMULAÇÃO APLICADO À GESTÃO Relatório final

No âmbito da disciplina de projeto de simulação aplicada a gestão do 4º ano do curso de gestão do ISCEE, apresenta-se este relatório com a finalidade de descrever as atividades desenvolvidas na plataforma virtual do Market Place e mostrar os resultados que a empresa InovTec obteve durante os 3 anos de funcionamento. A empresa é uma multinacional com um negócio de produção e venda de microcomputadores. Com a possibilidade de operar em 5 grandes mercados, nos optamos por abranger apenas 4, Norram que é o norte de América, o Latam sul da América, Europa e Mea que é a Africa, inicialmente nos segmentos Costcutter e Workhorse, que posteriormente expandimos para Traveler, Innovator e Mercedes. Para o início da atividade foi fornecido no 1º ano um montante de 5.000.000, e a mesma quantia no 2º ano (5º trimestre), que utilizamos para comprar estudo de mercado, marcas, abrir escritório de venda, contratar força de venda, pesquisa e desenvolvimento de tecnologia etc. onde a partir do 6º trimestre a empresa tinha como sua responsabilidade a gestão e controla da mesma. A expetativa inicial era a que a empresa fosse autossuficiente e desenvolvesse, e apesar de ter alguns percalços no caminho com certos empréstimos de emergência, assim a empresa consegui atingir este objetivo, gerando lucro. Este relatório irá descrever toda a evolução da empresa nomeadamente, o desempenho financeiro e de marketing, as principais características do marketing mix, a estratégia seguida pela empresa bem como o seu desempenho, analisar as forças e fraquezas da empresa, os desafios futuros bem como as lições que o grupo aprendeu com este simulador

Metodologias ativas e tecnologias digitais: contributos para o desenvolvimento da consciência histórica

Ensinar a aprender no século XXI exige a capacidade de combinar recursos e metodologias ativas que conduzam ao desenvolvimento de saberes e de competências essenciais no aluno e à atualização pedagógica por parte do professor. Este cenário enfatiza ambientes educativos inovadores onde a tecnologia digital está presente ajudando a repensar metodologias, a favorecer a mudança metodológica e organizacional da sala de aula e alterando os papéis tradicionais de aluno e professor. Pretende-se que estes novos ambientes educativos contribuam para aprendizagens mais significativas. O presente estudo integra-se no Doutoramento em Ciências da Educação, com a especialidade de Tecnologia Educativa e visa compreender quais as potencialidades que as tecnologias digitais, mais concretamente o uso da plataforma TED-ed e Youtube, integradas em metodologias ativas como a Sala de Aula invertida (flipped classroom), a aprendizagem por pares (Peer Instruction) e o modelo de aula-oficina têm no desenvolvimento da consciência histórica em crianças de 1.º e 2.º Ciclos do Ensino Básico, conduzindo também ao desenvolvimento de competências de literacia digital nos alunos. Pretende-se analisar como as TIC, aliadas à promoção da consciência histórica, contribuem para a promoção e a progressão de ideias e a concetualizações dos alunos em relação à estruturação de conceitos meta-históricos em História, em articulação com os conceitos essenciais a uma Educação Histórica de qualidade. Será utilizada uma metodologia qualitativa, em particular o estudo de caso, visto que é um método de pesquisa que investiga um fenómeno no seu contexto real, procurando assim, descrever e analisar a realidade da aprendizagem num dado momento e contexto. Nesta comunicação, serão apresentados, o desenho do estudo, os procedimentos metodológicos adotados e algumas reflexões sobre as etapas do estudo realizadas até ao momento. Espera-se, com este projeto construir uma teoria emergente que relacione a utilização de recursos digitais com as metodologias ativas para a consciência histórica, e que seja possível replicar, com adequações, em outros contextos, mais concretamente que possa apontar não para soluções mas fornecer indicações para o processo de ensino e aprendizagem de História.Teaching how to learn in the 21st century demands a ability of combining active resources and methodologies that lead to the development of knowledge and skills essential to the student and to the teacher. This scenario emphasises innovative educational environments where digital technology is present helping to rethink methodologies favouring methodological and organisational change in the classroom and changing traditional student and teacher role. These new educational environments are intended to contribute to a more meaningful learning. This empirical study is part of a Doctorate in Educational Sciences with the speciality of Educational Technology and aims to understand the potential of digital technologies, more specifically the usage of TED-ed and Youtube platforms, integrated in active methodologies such as inverted classroom, peer learning and the workshop class module have on the development of historical awareness on children of the 1st and 2nd cycle of Basic Education, leading also to the development of students' digital literacy skills. The aim is to analyse how the ICTs, allied to the promotion of historical awareness, contribute to the promotion and progression of students’ ideas and conceptualisation regarding the structuring of meta-historical concepts in History, in articulation with the substantive concepts essential to the an quality Historical Education. A qualitive methodology will be used, in particular a case study, as it is a research method that investigates a phenomenon in its real context, thus seeking to describe and analyse the reality of learning at a given time and context taking into account several variables. In this communication a study design, the adopted methodological procedures will be presented as well as some reflections on the study steps undergone so far. It is hoped that this project will build an emerging theory that relates the use of digital resources with the active methodologies for historical awareness, and that it will be possible to replicate, with adaptations, in other contexts, more concretely that it can point not to solutions but to provide indications for the process of teaching and learning history.Programa Doutoral TESLC (Technology Enhanced Learning and Societal Challenges), com Bolsa de Doutoramento FCT- PD/BD/150425/2019

The promotion of Historical Consciousness in emerging learning environment: a study with elementary school students

The permanent epistemological discussion on the relationship between history and practical life is notorious, which enabled us to identify some anchors for the analysis of the historical consciousness of young people and history teachers, considering a more constructive teaching method of history (Gago, 2019; Seixas, 2004). Indeed, historical consciousness is inherent to human beings and is related to historical thinking, in which subjects have the experience of the past and interpret it as history (Rüsen, 2010). There has been an attempt to redesign didactical paths and innovative learning environments for the development of historical consciousness, using digital technologies and active methodologies (Moran, 2015), which leads to an active and meaningful learning process and that steers away from learning merely through memorization of historical facts and events. In promoting this methodological and organizational change in the classroom, the roles of the student and the teacher change. Thus, in this context, we intend to develop a study using active methodologies such as the flipped classroom, peer learning and the workshop class model, which, jointly with the TED-ed and Youtube platforms, may develop students' historical consciousness in order to promote the development of historical skills and foster a learning process that values meta-historical concepts and not only the historical content. A qualitative methodology will be used, particularly in a case study (Yin, 2015) thus seeking to describe and analyse the reality of learning at a given time and context. Several data collection techniques and instruments will be used, namely the Focus Group, as well as participant observation, semi-structured interviews, questionnaire surveys, and works produced by students. Considering the nature of the problem under study, for the data analysis, we opted for a predominantly qualitative approach using Grounded Theory analysis techniques and Nvivo software. In this rapport, the study design, the methodological procedures adopted and some reflections on the stages of the study carried out so far will be presented.This work is funded by CIEd - Center for Research in Education (CIEd), Institute of Education, University of Minho, Portugal, by national funds of the Fundação para a Ciência e a Tecnologia (FCT), under the TESLC (Technology Enhanced Learning and Societal Challenges) Doctoral Program, with FCTPD/BD/150425/2019

Desenvolver a consciência histórica em ambientes digitais e ativos: uma proposta didática para o 1.º Ciclo do Ensino Básico

Assistem-se a tempos de profundas transformações na Educação que impõe novos paradigmas de ensino e aprendizagem. E o ensino da História deve acompanhar esses novos paradigmas com vista o desenvolvimento do pensamento histórico e da consciência histórica. A consciência histórica, elemento de orientação chave do indivíduo, permite compreender o passado e o mobilizar para o seu presente (RÜSEN, 2010). Desta forma, delineou-se um estudo que pretende investigar as potencialidades das tecnologias digitais, integradas em metodologias ativas, centradas no paradigma socioconstrutivista e operacionalizadas no modelo aula-oficina, para o desenvolvimento da consciência histórica em alunos do 1.º e 2.º Ciclos do Ensino Básico. Recorreu-se ao método de estudo de caso para compreender a realidade estudada. Aplicaram-se várias técnicas e instrumentos de recolha de dados: inquéritos por questionário, Focus Group, entrevistas semiestruturadas, observação participante, trabalhos produzidos pelos alunos e questionários de metacognição. Neste artigo propomos apresentar uma proposta didática sobre a consolidação da identidade nacional com a Batalha de Aljubarrota desenvolvida com alunos portugueses do 1.º CEB (9-10 anos). As atividades foram mediadas por plataformas digitais integradas no modelo da aula-oficina com o intuito de desenvolver conceitos metahistóricos de evidência histórica, multiperspetiva, explicação histórica, significância histórica e narrativa histórica, visando contribuir para analisar as ideias de consciência histórica dos alunos. No momento, os dados estão a ser recolhidos, mas irão ser posteriormente analisados com recurso às técnicas de análise da Grounded Theory com apoio do software Nvivo.FCTPD/BD/150425/201