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- 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.
- 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.
- They’re already asking, I’m more alert: a teacher’s journey with mathematical whole-class discussions within lesson studyPublication . Filipa Faria; João Pedro da Ponte; Margarida Rodrigues; Marisa QuaresmaPurpose The purpose of this study is to know how a teacher’s understanding and practice regarding whole-class discussion develops as she participates in three successive lesson studies. Design/methodology/approach This study is qualitative and interpretative, with participant observation design. We analyze the case of a middle school teacher (students 10–12 years old) by using discourse analysis to identify the reproduction or production of discourses regarding whole-class discussion and to identify productive networks that led to new discourses. The data analyzed in this paper were collected between 2021 and 2023 regarding a teacher’s initial individual interview and her subsequent participation in three lesson studies. Findings Even though the contribution of lesson study is traceable during the teacher’s first participation in it, sustained involvement in this process was important to raise her awareness of the impact of her practice regarding whole-class discussion on students’ learning. The teacher’s development was increased by the exploration of mathematical tasks explored before proposing them to students, anticipation of a diversity of strategies and planning the board, the presence of a facilitator and participation in more than one lesson study. Originality/value The teacher took part in three lesson studies over two school years, which allows for a longitudinal analysis of the development of her understanding and practice of whole-class discussion. Discourse analysis, considering the notions of intertext and productive networks, allowed identifying what contributed to these developments and how they evolved.
- Predicting attachment in Portuguese infants born very or extremely preterm: Understanding the roles of infant regulatory behavior, maternal sensitivity, and risk factorsPublication . Antunes, Sandra; Maria João Alves; Inês Martelo; Marjorie Beeghly; Luísa Barros; Fuertes, MarinaA growing body of research shows that early attachment relationships are foundational for children's later developmental and psychosocial outcomes. However, findings are mixed regarding whether preterm birth predicts later attachment, but insecurity is generally more prevalent among infants at higher medical and/or social/familial risk. This longitudinal study aimed to identify specific relational, familial/demographic, and perinatal predictors of attachment in a sample of 63 Portuguese infants born very or extremely preterm (VEPT, <32 gestational weeks) and their mothers from diverse socioeconomic backgrounds. One‐third of the mothers had social/family risk factors (e.g., single parent, immigrant, unemployed, low education, and/or low income). At 3 months (corrected age), dyads were observed during social interaction in the Face‐to‐Face Still‐Face paradigm (FFSF) and during free play. At 12 months, mother‐infant dyads were observed in Ainsworth's Strange Situation. Over half (58.7%) of the infants were classified as insecurely attached. Social‐Positive Oriented regulatory behavior pattern, higher maternal sensitivity, higher infant cooperation during free play, number of siblings and an absence of social/family risk factors were associated with attachment security. Perinatal variables were unrelated to attachment. Findings indicate that both relational and social contextual factors contribute to attachment in this biologically vulnerable sample.
- What do adults learn through play regarding interactions and communication with children?Publication . Fuertes, Marina; Isabel Fernandes; Ana Rita Azevedo; Inês Morais; Bárbara Tadeu; Tempera, Tiago Bruno CorreiaIt is well established that the amount of time children spend playing reflects on their learning, quality of exploration, and relationships. However, little is known about what the main benefits for adults are. In this study, we explore the association between the adults’ daily time spent playing with their children (in minutes) and the adults’ quality of interactive behavior and their amount of verbal behavior. Participants are 19 mothers, 17 fathers, 22 female preschool educators, 20 male educators, and 78 children (between 3 and 5 years old). Parents and educators were observed during a joint activity with a child. Results indicate that adults who spend more time playing with their children are more empathic, engaged, reciprocal, and changeling. Moreover, parents were also more positive in their communication with children. This research suggests that play offers individual and dyadic learning to children and adults.
- 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).
- 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.
- O processo de medir: utilização de três réguas distintas: um estudo no 3.º Ano de EscolaridadePublication . Meireles Teixeira, Marta Susana; Serrazina, Maria de LurdesEste artigo tem como objetivo compreender o processo de medir dos alunos, aquando da exploração de uma tarefa que inclui a utilização de três réguas distintas, régua com marcações da unidade de medida, régua partida e régua padrão, através da discussão das estratégias de resolução dos alunos e das ações do professor e da investigadora no momento de discussão coletiva. A tarefa apresentada, de natureza exploratória, faz parte de uma sequência de tarefas integrada numa experiência de ensino realizada no 3.º ano de escolaridade. Trata-se de um estudo de natureza qualitativa na modalidade de investigação baseada em design. A recolha de dados realizou-se em contexto educativo, através da observação participante, e envolvendo vários instrumentos: gravações vídeo, registos fotográficos, registos escritos dos alunos e notas de campo. A análise de dados é centrada na análise de conteúdo do momento de discussão coletiva da tarefa. São analisadas as resoluções dos alunos relativamente ao processo de medir e as ações do professor e da investigadora, na condução daquele momento. Dos resultados, conclui-se que houve alterações no conhecimento dos alunos, tanto a nível conceptual como processual, embora continuem a existir algumas fragilidades no conhecimento conceptual. Destaca-se a discussão coletiva como momento facilitador dessas alterações, assim como as ações do professor e da investigadora, como contributos para a aprendizagem.
- 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.