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Percorrer ESELx - Artigos por Objetivos de Desenvolvimento Sustentável (ODS) "04:Educação de Qualidade"
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- Biodiversity vs. geodiversity in landscape appreciation: what do portuguese and spanish pre-service teachers value?Publication . Almeida, António; Prieto, Irene; García Fernández, BeatrizThis study aimed to identify, via questionnaire, the landscape preferences of 336 pre-service teachers—219 from a metropolitan area in Portugal and 117 from a rural area in Spain. Eight natural landscapes were assessed, each characterised by geodiversity, biodiversity, and cultural features. Overall, Portuguese students showed stronger preferences, possibly due to Spanish students’ familiarity with natural surroundings. Landscapes featuring geodiversity with water bodies (such as cascades and caldera lakes) were most favoured, while biodiversity-rich landscapes were preferred over those with only geodiversity. Both groups expressed a stronger commitment to landscape preservation than to their preferences, showing a moderate to weak correlation between these factors. Animals significantly attracted interest, and when various natural elements were present, geodiversity features tended to be less noticed. Positive emotions were generally associated with the landscapes, though some geological features and educational values were underappreciated. Suggestions for integrating these insights into teacher training are included.
- O conhecimento pedagógico de conteúdo interdisciplinar de futuros professores de matemática e ciências naturaisPublication . Rodrigues, Margarida; Ferreira, Sílvia; Maurício, Paulo; Pista Calado Mendes, Maria de FátimaOs futuros professores, no contexto da sua formação inicial, devem ser capazes de articular os conteúdos de diferentes disciplinas e de concretizar essa relação quando planificam atividades de ensino e aprendizagem. No entanto, a promoção de abordagens interdisciplinares é complexa, ocorrendo em diferentes níveis de integração curricular. Este estudo visa caracterizar o conhecimento pedagógico de conteúdo interdisciplinar em Matemática e Ciências Naturais de 27 futuros professores, de mestrados profissionalizantes de duas instituições do ensino superior português. Os dados foram recolhidos através de um questionário com questões abertas. Os resultados evidenciam aspetos comuns no conhecimento pedagógico de conteúdo interdisciplinar dos estudantes das duas instituições, nomeadamente os temas das Ciências Naturais servirem de contexto no qual se desenvolvem as atividades interdisciplinares, a predominância do uso de conteúdos relacionados com o tema Dados da disciplina de Matemática, e a mobilização dos mesmos métodos pedagógicos dos que se preconizam para as atividades disciplinares. Quanto aos aspetos divergentes, verifica-se alguma fragilidade no conhecimento curricular nalguns estudantes de uma das instituições, sendo que nessa instituição existe a integração das duas áreas disciplinares nas atividades propostas pela maioria dos estudantes, enquanto na outra instituição, predomina a área de Ciências Naturais na maior parte das respostas. Estes resultados apontam para a importância de se promoverem experiências interdisciplinares, na formação de futuros professores, de modo a adotarem estratégias interdisciplinares eficazes no contexto do ensino básico.
- From social wires to neurobiological connections: a neuropsychobiological focus on parent-child interaction [editorial]Publication . Livio Provenzi; Fuertes, Marina; Isabella L. C. Mariani Wigley; Sarah NazzariThe early social interactions between parents and children are foundational to both the neurobiological development of the child and the establishment of parental mental health and wellbeing. These connections, forged through daily interactions, are much more than mere exchanges of affection or communication; they are integral to shaping the brain and behavior of both the parent and the child. This intricate interplay serves as a driving force behind critical developmental processes (Provenzi et al., 2018; Tronick and Hunter, 2024).
- Gender and digital technologiesPublication . PEREIRA DA COSTA FERREIRA, MARIA EDUARDA; Silva, Maria JoaoThis entry explores the multifaceted intersections of gender and digital technologies, offering a comprehensive analysis of how structural inequalities are reproduced, contested, and transformed in digital contexts. It is structured into six interrelated sections that collectively address key dimensions of gendered digital contexts. It begins by addressing the gender digital divide, particularly in the Global South, emphasizing disparities in access, literacy, and sociocultural constraints. The second section examines gendered labor in the tech industry, highlighting persistent inequalities in Science, Technology, Engineering, and Mathematics (STEM) education, employment, and platform-based work. The third part focuses on gender representation in digital spaces, revealing how algorithmic and platform design perpetuate biases. The fourth section discusses gender bias in AI and disinformation, underscoring the systemic nature of digital inequalities. This is followed by an analysis of online gender-based violence, particularly its impact on marginalized communities and participation in digital life. The final section considers the potentials and limitations of digital activism in advancing gender justice. These sections collectively argue for an intersectional, inclusive, and justice-oriented approach to technology policy and design, calling for coordinated global efforts to create equitable digital futures.
- Gender dynamics in STEM education: students and pre-service teachers’ voicesPublication . PEREIRA DA COSTA FERREIRA, MARIA EDUARDA; Silva, Maria João; Azevedo Gomes, Cristina; Monteiro, R.; Coelho, L.Building on previous research on ICT and gender, this paper explores the interrelations between gender and STEM in educational contexts in Portugal. The research aims to improve the understanding of the co-production of gender and STEM careers and to develop strategies to promote gender equity in STEM. The methodology was based on a structured workshop divided into five phases (representations, facts analysis, causes and impacts, attitudes, and strategies), each designed to address a critical aspect of the intersection of gender and STEM. Aligned with an advocacy/participatory framework, this methodology empowers participants to actively engage in the dialogue on gender equity in STEM and take meaningful actions toward fostering more inclusive environments. The study involved two distinct populations: pre-service elementary school teachers from a higher education institution and ninth-grade students. This selection was based on prior research emphasizing the influence of elementary teachers’ attitudes toward gender and STEM careers on students’ educational choices, which are made at the end of ninth grade in the Portuguese education system. The results indicated differences in the representations and attitudes of ninth-grade students and pre-service teachers regarding the gender gap in STEM, as well as variations in how girls and boys perceive and approach this issue.
- “Green Cities:” A Panel Discussion Activity for Promoting Pre-Service Teachers’ Skills Oriented toward Environmental EducationPublication . Cláudia Faria; Valente, Bianor; Hélia Oliveira; Cecília GalvãoThe purpose of this study was to analyze the potentialities of a learning module, created within an Erasmus+ project, which involved pre-service elementary teachers in a socio-scientific scenario related to green cities. The participants were involved in a panel discussion activity, with the main objective of discussing and reflecting on how to transform a particular city into a green city, taking into account the perspectives of the different stakeholders. A total of 60 pre-service teachers and one teacher educator were involved. In this case study, data were collected through a pre- and post-questionnaire, on the importance of a set of transversal skills at a professional and personal level, two focus-group interviews, and a panel discussion analysis. The results revealed that this activity has the potential to promote pre-service teachers’ competence to assume a holistic view of an environmental issue, contributing to the development of their capacity to make “justified decision-making.” It also allowed pre-service teachers to experience and reflect on new visions of science education from a learner’s perspective. These outcomings are extremely important for helping pre-service teachers to create innovative learning contexts capable of promoting more critical, responsible, and proenvironmental active citizens.
- Iberian fauna perceived danger: a study with primary education studentsPublication . Almeida, António; Rato, ValterThe present study sought to verify, through a questionnaire, how 270 primary school students assessed the dangerousness of 16 animals from the Iberian fauna and whether, in danger of extinction, these species should be saved. The animals considered most dangerous were three invertebrates—the Mediterranean black widow, the scorpion, and the Portuguese man of war—and three vertebrates—the blue shark, the Montpellier snake, and the Iberian wolf. The justifications were related to morphological, physiological, and behavioral features and the damage they can cause to humans. Some misconceptions were detected, such as the underrated danger of the mosquito, because it is small, and the overrated danger of the vulture, because it is necrophagous, or the bat, because it is hematophagous. The generalization of danger to all species of a given taxonomic group occurred in the case of the blue shark and the Montpellier snake. Even so, the students supported the need to fight against the extinction of the dangerous animals because they all have a role in nature. No differences in the results concerning the sex of the students were found. A few strategies to approach the present issue in school are presented.
- Iberian fauna perceived danger: a study with primary education studentsPublication . Almeida, António; Rato, ValterThe present study sought to verify, through a questionnaire, how 270 primary school students assessed the dangerousness of 16 animals from the Iberian fauna and whether, in danger of extinction, these species should be saved. The animals considered most dangerous were three invertebrates—the Mediterranean black widow, the scorpion, and the Portuguese man of war—and three vertebrates—the blue shark, the Montpellier snake, and the Iberian wolf. The justifications were related to morphological, physiological, and behavioral features and the damage they can cause to humans. Some misconceptions were detected, such as the underrated danger of the mosquito, because it is small, and the overrated danger of the vulture, because it is necrophagous, or the bat, because it is hematophagous. The generalization of danger to all species of a given taxonomic group occurred in the case of the blue shark and the Montpellier snake. Even so, the students supported the need to fight against the extinction of the dangerous animals because they all have a role in nature. No differences in the results concerning the sex of the students were found. A few strategies to approach the present issue in school are presented.
- A inovação pedagógica para o bem-estar, inclusão e sucesso na educação superiorPublication . Albuquerque, C.; Cruz, J.; Gonçalves, D.; Silva, Maria João; Mateus, D.; Fernandes, F. P.; Pacheco, C.; Serra, J.Documento produzido no âmbito de um grupo de trabalho do CNIPES, focado no bem-estar, inclusão e sucesso dos estudantes na educação superior. Desenvolve-se a partir da seguinte nota conceitual. A inovação pedagógica deve ultrapassar a transformação metodológica localizada e integrar o desenvolvimento sustentável do bem-estar, inclusão, participação e aprendizagem, apoiado em recursos educativos adequados a contextos académicos cada vez mais complexos e diversos. O tríptico bem-estar, inclusão e sucesso na educação superior organiza uma leitura sistémica do ensino superior, na qual qualidade pedagógica, experiências de ensino e aprendizagem, recursos educativos, monitorização das aprendizagens e governança institucional se tornam dimensões interdependentes. A transformação pedagógica sustentável depende menos de iniciativas isoladas e mais da capacidade institucional de articular práticas, políticas, investigação, acompanhamento e aprendizagem organizacional.
- It’s you and me: infants’ cross-modal communicative signals and mother-infant interactive behavior predict infant regulatory patterns in the still-face paradigm at 3 monthsPublication . Fuertes, Marina; Rita Almeida; Martelo Ribeiro, Inês; Miguel Barbosa; Beeghly, MarjorieInfant regulatory behavior develops since birth and impacts their early social interactions. Infants differ in the relative coherence and incoherence of their cross-modal communicative signals during en-face infant-caregiver interactions. We expand this research by evaluating whether different infant regulatory patterns observed during the Face-to-Face Still-Face (FFSF) at 3 months are associated with the coherence or incoherence of infants’ cross-modal communicative behaviors during en-face interactions or with multiple dimensions of mother-infant interactive behavior during free-play. Analyses were based on data collected from 100 mother-infant dyads from urban, working- and middle-class backgrounds in Portugal who were videotaped during the FFSF and free play at 3 months. Results confirm that infants’ different regulatory behavior patterns in the FFSF at 3 months are associated with the coherence and incoherence of their crossmodal interactive behaviors and specific aspects of mother-infant interaction. Infants with a Social-Positive oriented regulatory pattern during the FFSF displayed more coherent and less incoherent communicative behaviors with their mothers and were more cooperative during free play. In turn, their mothers were more sensitive. Our findings support the perspective that infants’ regulatory behavior strategies in the context of caregiver regulatory support and sensitivity are likely to increase dyadic correspondence and infant ability to engage with the world.