Scientific literacy through co-inquiry based on non-formal and informal learning

This paper presents a collaborative research on scientific citizenship developed by the Open University UK (OU) through the weSPOT project for inquiry based learning and the Universidade do Estado da Bahia (UNEB) responsible for coordinating the Telecentros.BR training programme for Digital Inclusion in Brazil. The European weSPOT project (2013-2015) is a working environment with social, personal and open technologies for inquiry based learning (IBL). The Telecentros.BR training programme (2013-2014) is a non-credit online course supported by the Brazil Government, whose participants are more than 2000 young educators in diverse areas with low access to digital technology. The role of these young educators is to promote better use of ICT and support the Telecentro.BR’s projects created by the communities for their development in various dimensions. The objective of this research is to create a framework for applying collaborative inquiry to scaffold citizen’s scientific skills through digital technologies. This framework, drawn on qualitative and quantitative study, synthesizes key abilities related to multiple literacies to foster scientific skills in the digital age of open education, open science and open citizenship

Formação em rede para inclusão digital de educadores de telecentro

Este artigo apresenta uma pesquisa sobre o curso on line de Formação em Rede para Educadores de Telecentros, implantados em todas as regiões do Brasil, com o objetivo de promover o acesso gratuito aos recursos das tecnologias da informação e comunicação para a população mais pobre do pais. Este curso integra uma política pública de inclusão digital do governo brasileiro, instituída pelo Decreto 6.991 e por uma Portaria Interministerial do Programa Telecentros.BR. É realizado pela Universidade do Estado da Bahia, em parceria com o Ministério das Comunicações no âmbito do Núcleo de Formação para Inclusão Digital. Este paper discute o conceito de formação em rede, enfatizando as perspectivas críticas sobre o contexto social das tecnologias da informação e comunicação, os conceitos de rede, mapa cognitivo e Inclusão Digital e de co-aprendizagem e co- investigação. Para tanto, analisa esta experiência, buscando saber em que medida se concretiza como uma formação em rede

Continuing teacher training using dilemmas with elements of ubiquity

Resumo Este artigo analisa um processo de formação profissional continuada do professor, que se dá no espaço de atuação profissional e que visa mudanças significativas nas práticas docentes, promovendo reflexões contextualizadas de caráter científico, buscando formas de potencializar a educação. Foi realizado com base em um case real na cidade de Irecê - Bahia - Brasil, valendo-se da metodologia aplicada no Projeto Europeu ENGAGE Europeu, através do uso de dilemas sócio científicos e da abordagem de pesquisa e inovação responsáveis, buscando responder à questão: quais as possibilidades e limites das práticas pedagógicas de formação continuada do professor, numa perspectiva interativo-reflexiva, utilizando-se as tecnologias digitais em rede, dispositivos móveis, elementos da ubiquidade, articulados com atividades presenciais em ambiente real de sala de aula? As analises e discussões de resultados mostraram alto índice de engajamento dos professores ao projeto em todas as suas etapas, interações em horários e localização geográfica dispersas e ubíquas, apontando um grau elevado de aceitação, além de dificuldades de execução em articulação com as atividades regulares da escola. Concluiu-se o estudo com indicações de que este processo de formação apresentou um grande potencial para a implementação de mudanças efetivas no processo de formação continuada de professores com reflexos positivos na sua sala de aula, indicando ainda, aspectos a serem corrigidos para a continuidade desta ação na própria escola ou em outras que possam ser integradas ao projeto. Abstract This article analyzes a process of continuous professional formation of the teacher, that takes place in the space of professional action and that aims at significant changes in teaching practices, promoting contextualized reflections of scientific character, looking for ways to enhance education. It was carried out based on a real case in the city of Irecê - Bahia - Brazil, using the methodology applied in the European ENGAGE European Project, through the use of socio-scientific dilemmas and the approach of responsible research and innovation, seeking to answer the question : What are the possibilities and limits of the teacher’s continuing pedagogical practices in an interactive-reflexive perspective, using the digital networked technologies, mobile devices, elements of ubiquity, articulated with face-toface activities in the real classroom environment? The analysis and discussion of results showed a high level of involvement of the teachers in the project in all its stages, interactions at scattered and ubiquitous timetables and geographic location, indicating a high degree of acceptance, as well as difficulties of articulation such as regular activities from school. The study was concluded with indications that the training process presented great potential for an effective changes implementation in the process of continuous teacher training, with positive effects in the classroom, indicating also aspects to be corrected for continuity of this action, in the school itself or in others that can be integrated into the project

Competências-chave na era digital para coaprendizagem e coinvestigação

Este trabalho visa apresentar uma investigação exploratória em desenvolvimento com resultados preliminares sobre “Competências-chave para educação do século XXI na Era Digital”. Utiliza-se a ciber-etnografia como método de observação assíncrona (fórum e wikis) e síncrona (webconferência) das competências e habilidades desenvolvidas durante o processo de co-investigação e coaprendizagem em dois espaços virtuais. Este estudo envolve pesquisadores do Reino Unido, Brasil, Portugal e Espanha que iniciaram suas interações no portal Encuentro.Educared do “Encontro Internacional de Educação 2012-2013”, realizado pela empresa Telefônica e também no ambiente de investigação weSPOT (Working Environment with Social, Personal and Open Technologies) financiado pela Comissão Européia. Como resultado deste trabalho, observou-se que o portal propiciou o desenvolvimento mais explicíto de literacias digitais, possivelmente por ser uma interface mais simples e familiar (fórum). E no ambiente de investigação, os participantes já com maior facilidade com tecnologias digitais tiveram maiores oportunidades de desenvolver outras competências relacionadas com a Literacia Científica.This paper presents an exploratory investigation in development with preliminary results on "Key Competences for XXI Century Education in the Digital Age." The method applied was cyber-ethnography with asynchronous observation (forum and wiki) and synchronous discussions (webconference) for analysing skills and competences developed during the process of co-inquiry and co-learning in two online areas. This study involves researchers from the UK, Brazil, Portugal and Spain. They initiated their interactions in the portal Encuentro.Educared of the "International Meeting on Education 2012-2013", organized by company Telefónica and also in the inquiry environment weSPOT (Working Environment with Social Personal and Open Technologies) funded by the European Commission. As a result of this study, it was observed that the portal led to the development of more explicit digital literacies, possibly because it was a simpler interface and familiar (forum). And in the inquiry environment, participants familiar with digital technologies had more opportunities to develop other skills related to Critical-Creative Thinking and Socio-Scientific Reasoning.Universidade Aberta; Pavilhão do Conhecimento; LEA

Exploring genetic diversity and quality traits in a collection of onion (Allium cepa L) landraces from North-West Spain

Seventeen onion landraces from North-West Spain were evaluated using microsatellites markers. Eleven polymorphic markers identified 32 alleles in the whole collection, with an average of 2.9 alleles per locus. High values of observed (mean of 0.45) and expected heterozigosity (mean of 0.51) were detected for the majority of loci. Wright’s fixation index confirmed an excess of heterozygotes and a low level of inbreeding within the collection. Multivariate analyses revealed that Oimbra was the most distinctive genotype. The remaining 16 onion genotypes were in part assorted according to some morphological traits of bulbs. Pungency and solid soluble content highly varied among landraces and bulbs. Five landraces were classified as sweet, whereas 9 possessed medium pungency and 3 were recorded as pungent. This onion collection represents a useful source of genetic heterogeneity that might be exploited in breeding programs for the generation of new onion varieties that satisfy consumer demandsPublishe

Collaborative Learning Application in Destination Management

Collaborative learning is an educational approach, which can be easily applied to a business setting. However, it is often unconsciously implemented in organizations in general, whereas, some of it aspects are not perceived at all as new contributions. In order to take advantage of all its benefits, it should be a guided process. Based on an assessment of theory, this conceptual paper provides the classification of collaborative learning in destination management grounded on a few dimensions and several implications related to its proper application. Through a comparison, it proposes an enhanced model of collaborative learning in line with the requirements of managing tourism destinations. The concept of collaborative learning represents a good fit for enhancing stakeholder engagement, improving collective education and reaching consensus. This work is licensed under a&nbsp;Creative Commons Attribution-NonCommercial 4.0 International License.</p

Analysis of powdery mildew resistance in the Spanish barley core collection

24 Pag., 4 Tabl., 2 Fig. The definitive version is available at: www3.interscience.wiley.comThe Spanish Barley Core Collection, consisting of one hundred and fifty-nine landrace-derived inbred lines and sixteen cultivars, was characterized for resistance to powdery mildew (Blumeria graminis f. sp. hordei) using a set of 27 isolates with a wide spectra of virulences/avirulences on most of the genes expected to occur in Europe. No landrace-derived line and no cultivar were resistant to all the isolates but at least three landraces showed infection types below 2 for 23 isolates. Twenty-two landraces and one cultivar showed resistance against half of the isolates used. Eleven isolates were sufficient to separate the majority of resistance profiles. In total, thirty-four resistance spectra were detected and fourteen resistance genes/alleles were postulated alone or in combination: MlLa, Mlh, Mlg, Mla22, Mla7(Mlu), Mla7(Mlk), Mlk, Mla12, Mla9, Mla3, Mla6(Mla14), Mlra and Mla1. The majority of resistance spectra are composed only by one line. Resistance in twenty-one landrace-derived lines and four cultivars was based on either unidentified genes or combinations of known and unknown genes/alleles. Therefore, the SBCC may be a source for broadening the genetic base of powdery mildew resistance.This research was funded by projects AGL2004-05311 and AGL2007-63625, granted by the Spanish Ministry of Science and Innovation. C.S. holds an I3P-Doc contract from CSIC. C.S. was supported by mobility fellowships from DFG, CSIC and Fundación Caja Inmaculada.Peer reviewe