Personal Meaning Maps as an Assessment Tool for a Planetarium Session: A Study with Primary School Children

This study aims to analyse the potentialities of using Personal Meaning Maps to assess school children’s learning in a visit to a Planetarium. A total of 123 primary students were involved. They were asked to create a PMM, and a drawing, before and after the visit. The results suggest that the visit enhanced the degree to which students generate words and conceptual categories to describe their understanding of the suggested concepts. PMMs seemed to be a good tool to evaluate the impact of the activities on students’ ideas about the thematic explored. Drawings helped to understand the main misconceptions.info:eu-repo/semantics/publishedVersio

Promoting science outdoor activities for elementary school children: Contributions from a research laboratory

The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: (1) a guided visit to the laboratory, (2) a brief presentation of the research theme, (3) the development of two experiments, and (4) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis, and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activity is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activities so that children can overcome some common difficulties when performing scientific inquiry.info:eu-repo/semantics/publishedVersio

History of science and science museums: an enriching partnership for elementary school science

The activity presented in this article is intended for elementary school students and focus on the pioneering oceanographic work of the Portuguese King Carlos I. This activity involves the exploration of the exhibits belonging to two different science museums, the Aquarium Vasco da Gama and the Maritime Museum. Students were asked to study fish adaptations to deep sea, through the exploration of a fictional story, also based on historical data from the work of the King that served as a guiding script for all the subsequent tasks. In both museums, students had access to observations of: historical collections of organisms, oceanographic biological sampling instruments, fish gears and ships. They could also observe the characteristics and adaptations of diverse deep-sea fish species. The present study aimed to analyse the impact of this activity on students’ scientific knowledge, on their understanding of the nature of science and on the development of transversal skills. All students considered the project very interesting. The obtained results suggest that the activity promoted not only the understanding of scientific concepts, but also the development of knowledge about science itself and the construction of scientific knowledge. This emphasizes the relevance of creating activities informed by the history of science. As a final remark we suggest that the partnership between elementary schools and museums should be seen as an educational project approach, in which the teacher has to assume a key, mediating role between the school and the museums.info:eu-repo/semantics/publishedVersio

Era uma vez... o mar. O mar como recurso educativo no 1º ciclo: o contributo do projeto iLit

Esta publicação é financiada por fundos nacionais através da FCT - Fundação para a Ciência e a Tecnologia, no âmbito do projeto "Entre a terra e o mar: um projeto de integração de literacias" (iLit) (PTDC/CPE-CED/117923/2010).O livro “Era uma vez…O mar. O mar como recurso educativo no 1º ciclo: O contributo do projeto iLit” foi desenvolvido no âmbito do projeto “Entre a terra e o mar: um projeto de integração de literacias”, que teve como principal objetivo o desenvolvimento de tarefas de investigação, focadas em situações reais do dia-a-dia, que promovem a integração de diferentes literacias. Estas investigações envolvem a exploração integrada de diferentes contextos de aprendizagem, dentro da sala de aula, em instituições de educação não formal, como museus de ciência e laboratórios de investigação, e o trabalho de campo. O livro encontra-se organizado em duas partes. A primeira parte inclui a fundamentação teórica, perspetivando recursos exteriores à escola como contextos de aprendizagem, e a integração das visitas de estudo no trabalho realizado em sala de aula, de acordo com ideias chave sobre a aprendizagem e as recomendações atuais na educação em ciência, assim como os resultados de investigação sobre a implementação das tarefas, tendo em conta o seu impacto nas aprendizagens dos alunos. A segunda Parte inclui as tarefas testadas pelos professores do 1º ciclo e alguns exemplos de trabalhos realizados pelos alunos.FC

An inquiry based science activity based on the effects of climate change on ocean ecosystems

We propose an inquiry-based science activity under the theme of climate change effects on ocean ecosystem. This activity, can be explored not only to improve acquisition of knowledge on climate change effects but also to promote inquiry skills, such as, researching and reading, selecting relevant information, identifying a problem, focusing on a research question, making predictions, planning experiments, observing and registering data, drawing conclusions, developing explanations and communicating findings to class. The activities are suitable for 8 to 13 year old students and can be in the classroom.info:eu-repo/semantics/publishedVersio

Science Inquiry-Based Activities in Elementary Education: How to Support Teachers' Practices?

This investigation was done to understand how to support teachers to adopt innovative inquiry based science practices at elementary education. Here we present the results of two inquiry-based activities that were done in three elementary schools, involving six teachers and a total of 140 students. To understand the process of implementation of each activity by the teachers and its impacts on students, a qualitative methodology was used. The teachers were actively involved in the activities, however, the process followed by them was considerably different in what concerns time allocation. Additionally, instead of joining experiments from the different areas of conceptual knowledge, some of them chose only one separate subject. As a consequence, the students’ achievements were also different in each class. In the classes where the students had more time for discussion, more adequate answers were given to the initial questions, whereas, in the classes that devoted less time to the activity some competences, like observation skills and planning experiments were not achieved. It is suggested that although the creation of new curriculum materials can facilitate the adoption of new practices by teachers, this is not sufficient. Teacher's ownership of the activities is perhaps the keystone of this entire process.info:eu-repo/semantics/publishedVersio

The role of social scientific issues and outdoor activities in primary students and teachers perceptions in inquiry-based science learning

Climate change is one of the major challenges facing society today and more effective education is needed on this topic. This study analysed the effects of an inquiry-based science activity about climate change effects in ocean ecosystems, done in a research laboratory and in the classroom, on primary students’ knowledge, investigation skills and satisfaction. Data were collected through the application of pretests and posttests, direct observation, questionnaires, interviews and document analysis. Results revealed an increase in students’ scientific knowledge and application to new situations. Regarding investigation skills, all students were able to make predictions, and to easily observe and register data. However, experimental planning and conclusions were more difficult for them. Students and teachers emphasised their satisfaction with the outdoor activity, teamwork and the subject. The present study revealed a positive effect of the participation in the inquiry-based activity, embedded on a socio-scientific issue, in students’ conceptual knowledge and in the development of investigation skills.info:eu-repo/semantics/publishedVersio

Predation by small mobile aquatic predators regulates populations of the intertidal limpet Patella vulgata (L.)

Highly mobile aquatic predators are known to forage in the intertidal during periods of immersion. There is limited quantitative information, however, on the extent to which these predators influence the abundance of grazing molluscs which are known to have a key role in structuring intertidal assemblages. Our preliminary video observations revealed that crabs and small fish were abundant on shores in southwest England during high-tide. We then used manipulative experiments to quantify the effect of small mobile aquatic predators on the abundance of limpets (Patella vulgata L.). On the lower shore at two moderately sheltered rocky shores three treatments were established: complete cage, partial cage (cage control) and uncaged (natural condition). The complete cages excluded all predators. The partial cage treatment allowed full access to small predators and the uncaged treatment allowed access to all predators. After two months, limpet abundance in uncaged and partial cage treatments had declined by around 50% compared to the complete cage treatment. Population structure also changed with survival of larger individuals being greater than smaller individuals in the open and partial cage treatments compared to the complete cage treatment. The effects of excluding predators were consistent at small (meters) and large spatial scales (kilometres) and hence, it would appear that the outcomes of our research are generally applicable to similar shores in the region.To explore the mechanism behind the differential effects of predators according to prey size, we compared the detachment force required to remove limpets of differing sizes from the shore. This was around four times greater for larger individuals than for smaller ones indicating that smaller limpets were more vulnerable to predation. These effects were also consistent between locations. Subsequent laboratory observations showed that the crabs Carcinus maenas (L.), Necora puber (L.) and Cancer pagurus (L.) which are locally abundant predators of limpets, had differing handling behaviour but were all highly efficient at removing limpets from substratum. Hence, shell width and attachment force appeared to be critical factors influencing the vulnerability of limpets to predation by these crabs. Limpets are known to control the abundance of macroalgae on shores in the North-east Atlantic and so our conclusions about the role of mobile predators in regulating the abundance of these grazers are important to our broader understanding of the ecology of these shores

Spatial and temporal patterns of subtidal and intertidal crabs excursions

Highly mobile predators such as fish and crabs are known to migrate from the subtidal zone to forage in the intertidal zone at high-tide. The extent and variation of these habitat linking movements along the vertical shore gradient have not been examined before for several species simultaneously, hence not accounting for species interactions. Here, the foraging excursions of Carcinus maenas (L.), Necora puber (Linnaeus, 1767) and Cancer pagurus (Linnaeus, 1758) were assessed in a one-year mark-recapture study on two replicated rocky shores in southwest U.K. A comparison between the abundance of individuals present on the shore at high-tide with those present in refuges exposed at low-tide indicated considerable intertidal migration by all species, showing strong linkage between subtidal and intertidal habitats. Estimates of population size based on recapture of marked individuals indicated that an average of ~ 4000 individuals combined for the three crab species, can be present on the shore during one tidal cycle. There was also a high fidelity of individuals and species to particular shore levels. Underlying mechanisms for these spatial patterns such as prey availability and agonistic interactions are discussed. Survival rates were estimated using the Cormack-Jolly-Seber model from multi-recapture analysis and found to be considerably high with a minimum of 30% for all species. Growth rates were found to vary intraspecifically with size and between seasons. Understanding the temporal and spatial variations in predation pressure by crabs on rocky shores is dependent on knowing who, when and how many of these commercially important crab species depend on intertidal foraging. Previous studies have shown that the diet of these species is strongly based on intertidal prey including key species such as limpets; hence intertidal crab migration could be associated with considerable impacts on intertidal assemblages

The environmental factors impact on the conservation of an historic marine quay—a baseline study

Changes effected by environmental factors on the biological colonization of an historic marine limestone quay were considered, as a baseline study for the monitoring and test plan definition. Environmental factors play a fundamental role in the deterioration of stone monuments, particularly those located in a marine environment. This eighteenth century quay, situated at the Royal Square of the Portuguese capital, is subject to tidal movement, marine aerosol, high levels of pollution and vibration and is partly submerged in polluted water. Part of the quay was dismantled in 1997 and returned to the river water in 2008; since then, progressive (re)colonization by biological organisms has occurred. By means of periodic photographic registry, from 2010 to 2014, the main alterations and deposits on its surfaces were registered. The present paper discusses and presents a vulnerability assessment and monitoring plan for monuments in a marine environment with a view to establishing a preventive conservation plan.info:eu-repo/semantics/publishedVersio