Changing Practices, Changing Identities: A Study with Students at Risk of Educational Exclusion

This study discusses how students at risk of educational exclusion can restore their identity and improve learning and scientific literacy. This qualitative research adopts an interpretative orientation. Twenty-eight secondary school students, aged 16 to 20 participated. Data was collected of the interactions between students in lessons, focus group interview and written documents. Data analysis was inductive, consistent with a naturalistic research paradigm, and consisted of uncovering salient patterns, singularities, and themes associated with research aims. Several students, at risk of educational exclusion, value this kind of practice. By changing practice, the learning social context varied, as well as students’ identities and their relationships with knowledge, teachers and school

Hidric resources pollution as a trigger for socio-scientific activim

Los currículos de ciencias destacan la necesidad de implicar al alumnado en temas de la sociedad civil relacionados con las ciencias, al poner en evidencia la primacía de los aprendizajes sobre la relación cienciastecnología- sociedad-ambiente. Este trabajo tiene como objetivo conocer los aprendizajes de los alumnos cuando se involucran en el intento de solución de la problemática relacionada con la contaminación del riachuelo aledaño a su escuela. La metodología de investigación es cualitativa, de orientación interpretativa y basada en la observación participante. Participan 21 alumnos de dos clases de 8.º nivel1 con un currículo alternativo que viven en un medio rural del sudoeste portugués. Los datos se recogieron a través del diario del profesor, documentos escritos y entrevistas a los alumnos (realizadas al final del estudio). Los resultados revelan que las vivencias positivas proporcionadas por el club de radio les dotaron de confianza y les incentivaron al activismo comunitario relacionado con la contaminación del riachuelo local. Este activismo se concreta a través de un teatro de fantoches sobre el tratamiento de las aguas residuales. Asimismo, los resultados nos muestran que el activismo conduce a los alumnos a la identificación de los temas de ciencias y de tecnología que están en la base de la contaminación del riachuelo, ampliando su conocimiento sobre el problema y discutiendo diferentes perspectivas para su solución. Además, los jóvenes reconocen que el conocimiento les permite informar a otros miembros de la comunidad y se dan cuenta de que tienen el derecho de implicarse en cuestiones socio-científicas que afecten su calidad de vida.Science curricula emphasize the need to involve pupils in issues related with society, promoting the science-technology-society-environment perspective. The present study aims at understanding pupils’ learning when they were involved in the problem related with the pollution of a creek near their school. In this study, a qualitative and interpretive methodology was used, based in participant observation. Participants are 21 pupils, who attend the 8th grade of an alternative curriculum. The school belongs to a rural area in the Southwest of Portugal. Data were collected through field notes, written documents and pupils’ interviews (performed at the end of the study). The results show that the positive experiences provided by the radio club gave pupils confidence and encouraged them to activism related with the pollution of the local creek. This activism is concretized through a theater, raising awareness the community and local authority to the treatment of wastewater. In addition, the results show that activism allows pupils to indentify the scientific and technological concepts which are in the base of the pollution of the creek, expanding their knowledge related with the problem and discussing different perspectives for the solution. In addition, pupils recognize that is important to provide with knowledge the other members of the community and realize that they have the right to engage in socioscientific issues, that affects their quality of life

Prakse učiteljev naravoslovja med pandemijo na Portugalskem

This paper aims to examine how science teachers adapted their practices to the context of the Covid-19 pandemic and what they learned during the period of confinement. The participants are fifteen science teachers who currently collaborate on a STEM research project. To collect the data, we used two techniques (individual interviews and teachers\u27 individual written reflections), which have been analysed using an inductive content analysis approach. The results reveal that adjustments have been made in the design and management of classes. Synchronous classes using digital platforms and other communication infrastructure have been held; experimental distance activities have been implemented, and online courses based on a television programme have been taught. In addition, during the period of confinement, to enable distance learning, teachers developed pedagogical skills using technological skills. Finally, this study highlights the importance of teachers\u27 role in crisis management, such as during the Covid-19 pandemic. (DIPF/Orig.

Contamination of water resources as a starting point for socio-scientific activism

Science curricula emphasize the need to involve students in civil society issues related to science, highlighting the primacy of learning about the science-technology-society-environment relationship. The objective of this work is to know the students' learning when they get involved in the attempt to solve the problem related to the pollution of the stream near their school. The research methodology is qualitative, interpretative and based on participant observation. Twenty-one students from two 8th grade classes[1] with an alternative curriculum, living in a rural environment in southwestern Portugal, participated in the study. Data were collected through the teacher's diary, written documents and interviews with the students (conducted at the final of the study). The results reveal that the positive experiences provided by the radio club gave them confidence and encouraged them to engage in community activism related to the pollution of the local stream. This activism takes the form of a puppet show about sewage treatment. Also, the results show us that activism leads students to the identification of the science and technology issues that are at the root of the pollution of the creek, expanding their knowledge about the problem and discussing different perspectives for its solution. In addition, young people recognize that knowledge enables them to inform other members of the community and realize that they have the right to become involved in socio-scientific issues that affect their quality of life

Student Perceptions of Secondary Science Teachers’ Practices Following Curricular Change

Inquiry-based teaching has emerged as a highly valued strategy in science education. In Portugal, the science curriculum has been redesigned in order to promote such teaching. This implies substantial change in teacher practice. It is therefore important to understand students’ perceptions of teacher practice. Aim: In this study, we describe student perception of teacher practices and look for associations between the perceptions and student motivation. Method: Three low-achieving, secondary-level science classes were studied. Motivation was measured by two scales (Intrinsic and Extrinsic); Perceptions were measured in four dimensions. Results: Significant associations (p < .05) were observed between intrinsic motivation and (a) Perception of the use of Laboratory Work; (b) Perception of Science-Technology-Society and (c) Perceived Student Autonomy. No association was noted between intrinsic motivation and the Perception of Teacher as Facilitator. Conclusions: Results are generally consistent with previous literature. Teacher professional development lags behind curricular change. Teachers require new conceptions of assessment.Projeto financiado pelo CIEFCU

Transformative Orientation in Learning to Teach Physics and Chemistry

Initial teacher training (ITT) involves different perspectives regarding the role of theoretical versus practical knowledge in teaching and requires an answer to how students integrate theory and practice and how learning environments contribute to this integration. Many authors have been advocating the idea of teachers as researchers of their own practice as a way to establish connections between theoretical knowledge and the knowledge gained from their practice. The ITT program of the University of Lisbon is based on a conceptual framework that proposes that student-teachers construct professional knowledge from researching their own practice in a context of supervised practice. This paper aims at describing the interpretations that student-teachers make about the Portuguese science curriculum, as well as describe the research questions and methods that they used for collecting data concerning students learning, and their evaluation of the learning process. For that, 31 written reports were analyzed. While involved in the design of the didactic proposals, student-teachers were encouraged to interpret the formal curriculum and turn it into a teaching curriculum, and to critically reflect on the curriculum. By researching their own practice, they developed new understanding regarding students’ difficulties, promoting students’ conceptual change and managing classroom and students’ behavior

Let’s save the bees! An environmental activism initiative in elementary school.

Science education research emphasizes the need to engage students in socio-scientific issues, empowering them to act in a substantiated manner. This study aims to understand the potential of a collective action initiative, focused on the decreasing honey production issue, and on the students’ empowerment for action. A qualitative research methodology was used with an interpretative stance. The participants were 26 3rd grade students and their teacher. Data was collected from the students written documents, and through an interview with the teacher. Results show that students’ engagement in collective action focused on the decreasing honey production issue, required them to mobilize their scientific knowledge to support their actions, as well as the development of several other competences. Students also became aware of the importance, for every citizen, to substantiate their knowledge in order to act, that acting is crucial to overcome issues that may persist and impact future generations, and that only by engaging in action can change take place. Another highlight was the students’ strong engagement in collective action, allowing them to raise awareness this issue in their local community

Science Teachers’ Beliefs and Practices: Collaboration as a Trigger of Change

This research aims to study a collaborative process between teachers and a facilitator and to examine how this process contributes for changing Physics and Chemistry teachers’ beliefs and practices. In order to achieve these goals, a specific program of professional development was studied, which characteristics were sourced on literature concerning the relationship between beliefs and practices and between reflection and collaboration. Five Physics and Chemistry teachers were involved in a qualitative study.  The results show that the collaboration, grounded on a trusting relationship and on a constant negotiation of meanings, was essential for teachers to overcome their fears and uncertainties, to stimulate teachers to develop different practices and to leave their comfort zone and review some of their beliefs

A técnica anestésica como potencial fator de risco para o desenvolvimento de disfunção cognitiva pós-operatória

Trabalho Final do Curso de Mestrado Integrado em Medicina, Faculdade de Medicina, Universidade de Lisboa, 2018A Disfunção Cognitiva Pós-Operatória (DCPO) é uma síndrome clínica definida pela diminuição da capacidade cognitiva de novo, após uma intervenção cirúrgica e/ou anestésica. O seu diagnóstico requer a realização de avaliações neurocognitivas seriadas no período peri-operatório, não existindo até agora um consenso relativamente a que testes devem ser utilizados, pelo que se trata de uma entidade ainda sem critérios de diagnóstico. Apesar de não se conhecer a sua incidência exata, prevê-se que seja uma patologia cada vez mais frequente, pelo que o estudo dos fatores de risco tornou-se uma prioridade, de forma a identificar eventuais medidas de prevenção e até terapêutica. O fator de risco não modificável mais importante é a idade avançada, mas têm sido descritos outros fatores com importância nos períodos pré, intra e pós-operatório. Um destes fatores é a técnica anestésica, pelo que a seguinte dissertação propõe rever a informação existente até à data relativamente a esta potencial relação de risco. Os estudos analisados apresentam resultados contraditórios, não sendo possível concluir de forma inequívoca que a técnica anestésica influencia o risco de desenvolvimento de DCPO.Postoperative Cognitive Dysfunction (POCD) is a syndrome defined by a decline in cognitive abilities, with recent onset after a surgical and/or anaesthetic intervention. Its diagnosis requires the application of series of neurocognitive tests in the perioperative period. However, there isn’t so far a consensus on which tests should be used to complete this evaluation and, therefore, this is a clinical entity with no diagnostic criteria so far. Although its exact incidence is still unknown, it is predicted that POCD becomes a more frequent complication. Thus, the identification of its risk factors is a priority, as means of reaching possible targets for preventive or even therapeutic strategies. The most important non modifiable risk factor is advanced age, but other factors have also been described, with special impact on either the pre, intra or postoperative periods. One of these factors is the anaesthetic technique and the present work’s aim was to review the existing data regarding this potential association. The studies analysed seem to have contradictory results, making it impossible to conclude unequivocally that anaesthesia has an influence on the risk of development of POCD

“Enfrentamos todos o desafio das nossas criações, quer lhe chamemos I.A. ou Adamastor”: entrevista a Alberto Manguel

Alberto Manguel was born in Argentina. He is a traveler’s soul. He lived in many countries and now settled down in Lisbon. It is in Portuguese capital that his library is being build up as Centro de Estudos da História da Literatura. Reader of Jorge Luis Borges as a youngster in the Buenos Aires Library, Manguel is a man for whom myth is related with books and all literature. But also, as bibliographer, to the idea of library as an imaginary, dynamic and beyond ordered place, where inhabit memories - and the use we do of them, every time we take, read a book and go through its narratives, places and characters’ journeys. Manguel talks about the concept of myth and myhts of Portugal, Portuguese literature, art, artists and the challenges of todays’ society.Alberto Manguel tem alma de viajante. Viveu um pouco por todo o mundo, e está actualmente em Lisboa, onde pensa permanecer, uma vez que é na capital portuguesa que está a ser instalada a sua biblioteca como Centro de Estudos da História da Literatura. É um homem para quem o mito está invariavelmente ligado aos livros e a toda a literatura. Mas, também, como bibliógrafo que é, à ideia de biblioteca, como lugar imaginário, e não apenas físico, lugar dinâmico e não apenas ordenado - onde cabem todas as nossas memórias e o que delas, a cada momento, fazemos, sempre e de cada vez que pegamos numa obra, e atravessamos as suas narrativas, espaços e demandas das suas personagens. Foi a propósito do conceito de mito e dos mitos de Portugal, da arte e literaturas portuguesas que Alberto Manguel, argentino de nascença, leitor, em jovem, de Jorge Luis Borges na biblioteca de Buenos Aires, que surgiram muitas questões transversais ao mito e ao país