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- Perceptions of pre-service teachers on seismic risk and their implications for science education: a comparative study between Spain and PortugalPublication . Almeida, António; García Fernández, Beatriz; Rodrigues, IsildaThis study investigated the importance given by two groups of pre-service teachers of primary education from Spain and Portugal to seismic risk in a framework of different natural risks, both in personal terms and as future teachers. A questionnaire was used for data collection. Some questions about the seismic phenomenon were also included. The sample groups consisted of 110 students from an institution in Spain and 121 from one in Portugal. Both institutions are in cities affected by the historic Lisbon earthquake of 1755. The results showed that the risk of forest fire was the first choice for classroom study in both cases. The Spanish group was also more focused on the importance of other risks like flood and drought. The Portuguese group showed a greater concern with seismic risk, frequently referring to their own historic earthquake of 1755. A few gaps in knowledge concerning earthquake prediction and comparing seismic risk in different regions of their own countries were also found. In accordance with the results, it is suggested that training courses for primary school teachers should include Disaster Risk Education in Science Education for a better understanding of the impact of various hazards and a greater concern with seismic risk due to its particular features, especially in regions where the seismic pattern is characterized by long seismic cycles with major earthquake episodes.
- The contribution of the history of science to science teaching: a study on the reproduction of living beingsPublication . Silva, F.; Rodrigues, Isilda; Almeida, AntónioWe believe that the incorporation of the History of Science in education can provide students with a better understanding of the mechanisms of production and reconstruction of knowledge and contribute to preparing scientifically educated citizens and allow them to be able to make decisions about social issues based on personal understanding of scientific and technological processes about the world they live in. According to some authors the initial training of teachers of Biology / Geology, has not significantly valued the using of the History of Science as a teaching tool. This study has as main objectives to identify the level of knowledge of the sample students as far as the reproduction of living beings is concerned; to contribute to a better understanding of the scientific contents based on the History of Science and to develop materials and teaching strategies based on historical examples. The methodology used was Research – Action. The sample consisted of 18 students who attended the 11th form in a school in the municipality of Vila Real - Portugal in the academic year of 2011/12. A questionnaire was used to collect data. The data collected in the questionnaire (pre-test and post-test) were treated by qualitative content analysis and compared with those obtained in another class - pilot class. The data showed that there was a significant level of acquisition and understanding of knowledge concerning the reproduction of living beings when the History of Science was used. The knowledge of the History of Science allows us to understand the processes through which scientific ideas have been built and developed and have culminated in the current state of science. These new perspectives present new challenges to science teachers and require new approaches to their training, if we really want it to be effective and to result in better learning by students. We therefore consider it necessary to create opportunities for future teachers to reflect on the possible uses of the History of Science in order to implement it in their teaching practice.
- Perceptions of animals in primary school childrenPublication . Almeida, António; Vasconcelos, Clara; Rodrigues, IsildaThis study aimed to verify the perceptions of animals in 88 children, aged between 8 and 10, attending the 3rd and 4th years in primary school. To this end, a questionnaire was applied, with a seven point like/dislike scale for twenty five animals also inquiring about the reasons for the ranking attributed. The dog, the horse, the tortoise, the sparrow and the butterfly received the best rakings places; the cockroach, the mosquito, the snake, the mouse and the bee got the worst ones. More opposite opinions were expressed about the bat, the mouse, the boar, the wolf and the shark. Because the reasons given by children frequently reflect the lack of knowledge about certain behaviours of the animals and of their ecological role, some suggestions are made to change some of the bad perceptions that children have about the animals with the lowest ranking.