Ansiedade face aos testes e realização escolar no Ensino Básico Português

A literatura refere, recorrentemente, uma elevada prevalência da ansiedade face aos testes nos alunos dos diferentes níveis de Ensino. A presunção de que a ansiedade face aos testes interfere com a normal realização escolar tem sido a pedra basilar em muitos dos avanços sucessivos do nosso conhecimento nesta área (Covington, 1992). Os seus efeitos parecem estar mais intimamente relacionados com a dimensão Pensamentos em competição do que com a dimensão Tensão (Sarason, 1988). Neste estudo pretendemos avaliar os níveis de ansiedade face aos testes e das suas duas dimensões (Pensamentos em competição e Tensão) em alunos dos 2.º e 3.º Ciclos do Ensino Básico Português. Posteriormente, procuramos conhecer o seu impacto nos resultados escolares (Língua Portuguesa e Matemática). A amostra tomada é de 859 alunos. De acordo com os resultados obtidos, a média na ansiedade face aos testes e nas suas duas dimensões aumentam até ao 7.º e diminuem até ao final da escolaridade obrigatória. Os resultados sugerem também que a ansiedade face aos testes está associada a resultados escolares mais baixos. Estes dados sugerem a necessidade de flexibilizar os modelos de avaliação no sentido de promover aprendizagens mais significativas

Early Diagenesis of Lower Pliensbachian Sediments from the Algarve Basin (Portugal): Characterisation and Relation with Tectonic Evolution

The Lower Jurassic (Lower Pliensbachian) sedimentary record of the western end of the Algarve Basin (Portugal) is made of decimetric thick layers of limestone and dolomitized limestone with chert nodules and inter-layered chert beds. Most of the observable lithologies are the product of an early diagenetic evolution and the original lithological content of the formation included limestones, marls and calciclastic limestones. In this area the sedimentation was controlled by the tectonic stretching responsible for the evolution of the Algarve Basin, as well as by short-lived events of tectonic inversion. These episodes of tectonic inversion were responsible for the some uplift with the development of unconformities, sometimes with erosional surfaces separating the different sedimentary packages. The early diagenesis affecting the Lower Pliensbachian sediments is characterized by: (i) a mechanical event controlled by the syn-sedimentary stretching, responsible for the development of calciclastic dikes and nodules alignements; (ii) the substitution of the carbonates from the most permeable calciclastic limestone layers by silica, leading to the development of the observed cherts; (iii) the dolomitization of the preserved limestones; and (iv) the infilling of joints and normal fault planes by silica-rich fluids leading to the development of quartz veins. This set of diagenetic transformations took place before the Upper Pliensbachian which lacks the evidences of their occurrence. The whole-rock geochemical data of the carbonate and siliceous sediments of the Lower Pliensbachian revealed some affinities between both lithological types namely the lack of Ce anomalies and the presence of La anomalies in the REE patterns of all samples. The similarities between the carbonate lithologies which diagenetic evolution is marked by the replacement of calcite by dolomite and the siliceous sediments derived from the replacement of calcite by quartz establish a chemical connection between the two sets of rocks. This connection can be interpreted as a testimony of a common primary precursor for both lithological groups or as a testimony of a common character of the diagenetic fluids which interacted with the original sediments. The dolomitization changed the Sr isotopic signature increasing the 87Sr/86Sr ratios from 0.7073 in the unchanged limestone to a maximum value of 0.7113 in the dolomitized samples. This strong increase together with the 13C/12C and 18O/16O values support an external origin for the dolomitizing fluids. A possible origin for the diagenesis is meteoric water coming into the basin after weathering the country rocks. The hydrologic regime in the basin certainly underwent important changes during the uplift events associated to the mentioned tectonic inversion episodes and uplift allowing for input of water from land

Early Diagenesis of Lower Pliensbachian Sediments from the Algarve Basin (Portugal): Characterisation and Relation with Tectonic Evolution

The Lower Jurassic (Lower Pliensbachian) sedimentary record of the western end of the Algarve Basin (Portugal) is made of decimetric thick layers of limestone and dolomitized limestone with chert nodules and inter-layered chert beds. Most of the observable lithologies are the product of an early diagenetic evolution and the original lithological content of the formation included limestones, marls and calciclastic limestones. In this area the sedimentation was controlled by the tectonic stretching responsible for the evolution of the Algarve Basin, as well as by short-lived events of tectonic inversion. These episodes of tectonic inversion were responsible for the some uplift with the development of unconformities, sometimes with erosional surfaces separating the different sedimentary packages. The early diagenesis affecting the Lower Pliensbachian sediments is characterized by: (i) a mechanical event controlled by the syn-sedimentary stretching, responsible for the development of calciclastic dikes and nodules alignements; (ii) the substitution of the carbonates from the most permeable calciclastic limestone layers by silica, leading to the development of the observed cherts; (iii) the dolomitization of the preserved limestones; and (iv) the infilling of joints and normal fault planes by silica-rich fluids leading to the development of quartz veins. This set of diagenetic transformations took place before the Upper Pliensbachian which lacks the evidences of their occurrence. The whole-rock geochemical data of the carbonate and siliceous sediments of the Lower Pliensbachian revealed some affinities between both lithological types namely the lack of Ce anomalies and the presence of La anomalies in the REE patterns of all samples. The similarities between the carbonate lithologies which diagenetic evolution is marked by the replacement of calcite by dolomite and the siliceous sediments derived from the replacement of calcite by quartz establish a chemical connection between the two sets of rocks. This connection can be interpreted as a testimony of a common primary precursor for both lithological groups or as a testimony of a common character of the diagenetic fluids which interacted with the original sediments. The dolomitization changed the Sr isotopic signature increasing the 87Sr/86Sr ratios from 0.7073 in the unchanged limestone to a maximum value of 0.7113 in the dolomitized samples. This strong increase together with the 13C/12C and 18O/16O values support an external origin for the dolomitizing fluids. A possible origin for the diagenesis is meteoric water coming into the basin after weathering the country rocks. The hydrologic regime in the basin certainly underwent important changes during the uplift events associated to the mentioned tectonic inversion episodes and uplift allowing for input of water from land

First-year law students’ and teacher’s questioning in class

Classroom questioning can be considered a key factor in the promotion of student engagement. This case study explored classroom questioning practices and perceptions of a group of 47 first-year law students and their teacher. Eight lessons of 90 min were observed and audio-recorded and afterward the students and the teacher answered a questionnaire. The teacher was also interviewed. Researchers examined the number and type of questions asked by the teacher and by the students in the classroom and analyzed the students' and the teacher's perceptions about the importance of classroom questioning. Results indicated that the teacher and most students consider questioning important or very important for student learning. The number of questions posed by students as opposed to by their teacher was not balanced, as the teacher was responsible for 93% of the questions. The analysis of the type of questions posed by the teacher and by the students showed a predominance of low-order questions. Therefore, classroom questioning in this case study did not seem to promote students' autonomous thinking. The current study suggests the importance of examining the teacher and students' patterns of questioning together, analyzing its similarities and discrepancies.info:eu-repo/semantics/publishedVersio

Mapear o estudar no ensino superior : abordagens dos alunos ao estudo numa E.S.E.

Integrado na linha de investigação SAL (Students Approaches to Learning), este trabalho centra-se no estudo da perspectiva dos alunos sobre a sua experiência de aprendizagem. Assim, o objectivo da presente investigação centrou-se na avaliação das abordagens à aprendizagem dos alunos do ensino superior, mais precisamente numa Escola Superior de Educação do ensino particular, situada no Porto. Os resultados obtidos sugerem que os alunos optam preferencialmente por uma abordagem profunda à aprendizagem. Esperamos que este estudo possa contribuir para uma melhor compreensão da aprendizagem dos alunos no ensino superior, sobretudo no momento actual do sistema de ensino universitário em reformulação de currículos e metodologias para dar cumprimento às sugestões de “Bolonha”, promovendo alunos cada vez mais autónomos na sua aprendizagem e, consequentemente, responsáveis pela construção do seu próprio saber.Integrating the research on Students Approaches to Learning (SAL) this article focuses on students’ perceptions of their own learning experience. Evaluating students’ approaches to learning was the main goal of the empirical study presented here. The sample integrated students from a private School of Education in Oporto. Data suggest that students opt for the use of a deep approach to learning. We hope this study highlights a better understanding of students’ approaches to learning. According to present demands of Bologna rules, deep changes in university curricula and teaching methodologies are urgent so that students’ autonomy and responsibility for their own building of knowledge can be promoted

The use of ground robots in primary education: students' perspectives

Trabalho apresentado em 21º Simpósio Internacional de Informática Educativa (SIIE), 21-23 novembro 2019, Tomar, PortugalIn school year 2018/2019, the subject curricular use of educational robotics was integrated into the master’s course of teacher training at the School of Higher Education of the Polytechnic Institute of Setúbal. The topic was presented, experimented and discussed in the classroom and the students had the opportunity to build some activities aiming for curricular integration of robots in their supervised internship contexts. As this is a new experience, we have considered has be very important to collect the students' written perceptions of the experience, which we analyze in this article. We believe that this experience, introducing the above-mentioned subject into the curriculum was successful and it should be continued in the coming years.N/

Fidelidade da versão em Português do Sistema de Classificação dos Construtos Pessoais

We aim to analyze the reliability of the Portuguese version of the Classification System for Personal Constructs - CSPC (Feixas, Geldschläger & Neimeyer, 2002). That is a system of 53 content categories divided into six basic areas (moral, emotional, relational, personal, intellectual/operational, and values/interests) and two supplemental areas (existential and concrete descriptors). In this study, we adapt to Portuguese language the CSPC, using a sample of 448 constructs extracted from 32 repertory grids, and we analyze the reliability of this classification system. The degree of agreement achieved was excellent. Our findings are similar to those found by the versions of the CSPC in other languages, which demonstrates the reliability of the Portuguese version of the CSPC.Neste estudo pretendemos analisar a fidelidade da versão em português do Sistema de Classificação dos Construtos Pessoais (SCCP), desenvolvido por Feixas, Geldschläger e Neimeyer (2002). Este sistema permite codificar construtos pessoais em 53 categorias agrupadas em áreas temáticas: seis áreas básicas (moral, emocional, relacional, pessoal, intelectual/operacional e valores e interesses) e duas áreas suplementares (existencial e descritores específicos). Para tal, adaptámos para a Língua Portuguesa o SCCP, recorrendo a uma amostra de 448 construtos, extraídos de 32 grelhas de repertório de 32 alunos do Ensino Superior, e analisámos a fiabilidade do sistema de classificação. O acordo inter-juízes encontrado foi considerado excelente. Os resultados deste estudo são similares aos das restantes versões do SCCP, o que reforça a fiabilidade desta versão.(undefined

How do novel engineering students describe their time management?

Regarding higher education in Europe, the quality and effectiveness of learning are the main goals. Researchers, teachers, higher education institutions and governmental entities seek to understand the underlying factors of the teaching-learning process, especially during freshman year, whose experiences are so determinant in the academic outcome. Previous studies suggest a positive relationship between time management and academic and professional performance, resorting to quantitative methodologies. It’s also important to comprehend the academic experience of the novel student in direct speech.info:eu-repo/semantics/publishedVersio

As estrategias de aprendizagen nas diferentes abordagens ao estudo: uma investigação com alunos do ensino secundario

[Resumo] Nas duas últimas décadas, numa linha cognitivo-construtivista do ensinoa prendizagem, tem-se valorizado o papel do aluno na aprendizagem. As abordagens ao estudo (Biggs, 1990) e as estratégias de autoregulacão da aprendizagem (Zimmerman, 1990) exemplificam essa perspectiva de análise. Os alunos mais eficientes na aprendizagem adoptam estratégias de mais activas e adaptadas as diferentes exigencias dos contextos e tarefas de aprendizagem. Neste artigo, tomando urna amostra de 558 alunos do Ensino Secundário em Portugal, procura-se conhecer as estratégias de aprendizagem mais usadas e a sua correlacão com as classificaçoes escolares. As correlaçoes encontradas entre as diferentes abordagens ao estudo ou as estratégias de auto-regulac;ao da aprendizagem com as classificaçoes escolares dos alunos, mesmo que estatisticamente significativas, foram reduzida