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- IntroduçãoPublication . Silva, Maria João; Branco, Neusa; Pessoa, Ana MariaO presente e-book, Do ensino remoto de emergência à inovação pedagógica em três Escolas Superiores de Educação em Portugal, tem a sua origem com o regresso ao regime presencial nas escolas de todos os níveis de Ensino em Portugal, no ano letivo 2021-2022, após períodos de Ensino Remoto de Emergência e de ensino misto, nos anos letivos de 2019-2020 e de 2020-2021, devido à Pandemia da COVID-19. Nesse regresso à “normalidade”, as organizadoras deste e-book consideraram fundamental reificar uma reflexão sobre o trabalho desenvolvido a distância, na formação para a educação em ambientes formais e não formais, e sobre os potenciais contributos do mesmo para as estratégias e práticas em ensino e aprendizagem presencial. Como Flores e Gago (2020), salienta-se que os desafios e ruturas causados pelo encerramento das Instituições de Ensino Superior (IES) podem ser vistos também como oportunidades para aprender e para dar novas formas aos tradicionais papéis e práticas.
- Enhancing primary teacher education: research-based development of a pedagogical content knowledg rubricPublication . Valente, Bianor; Maurício, Paulo; Silva, Maria João; Melo, Nuno; Sarreira, PedroPedagogical Content Knowledge (PCK), introduced by Shulman [1], is crucial for teaching quality and student outcomes [2]. Shulman [1], [3] highlighted PCK as the key difference between a subject matter expert and an effective teacher, requiring both deep content understanding and the ability to implement effective teaching strategies. Since its introduction, PCK has been further reconceptualized and developed by several authors [4]. However, its elusive nature [5] makes it necessary to develop instruments that make it visible. Developing robust tools to measure PCK is essential for improving teacher education programs. This study details the development and validation of a rubric designed to measure the PCK of preservice primary teachers. The development of the PCK rubric followed a systematic process involving several key steps. First, a comprehensive review of existing literature on PCK and related assessment tools was conducted. This review provided a foundation for identifying the key dimensions of PCK relevant to preservice primary teachers. Based on the literature review, the critical components of PCK were identified, including curricular knowledge, knowledge about students, knowledge about teaching strategies, and knowledge about assessment. For each dimension, specific performance criteria were established to capture the range of preservice teacher capabilities. The rubric's validation involved several phases to ensure its reliability and validity. An initial version of the rubric was reviewed by a panel of education experts, whose feedback guided the refinement of criteria and descriptors. The revised rubric was subsequently pilot tested with a sample of preservice teachers, using two different instruments for assessment: i) CoRe (Content Representation) [6], which requires preservice teachers to select and justify key ideas essential for teaching a specific topic; and ii) lesson plans, specifically for a one-and-a-half-hour lesson on the respiratory system for third-grade students. The topic was chosen based on its familiarity to students, its abstract nature, and its inclusion in the Portuguese curriculum [7]. Inter-rater reliability was assessed by having multiple evaluators use the rubric to score the same set of teaching artifacts. The consistency of scores across different raters was analysed to ensure the rubric's reliability. The validation process indicated that the PCK rubric requires further refinement to serve as a valid tool for assessing PCK.
- The Use of Mobile Sensors by Children: A Review of Two Decades of Environmental Education ProjectsPublication . Silva, Maria João; Gouveia, Cristina; Gomes, Cristina AzevedoOver the past twenty years, the use of electronic mobile sensors by children and youngsters has played a significant role in environmental education projects in Portugal. This paper describes a research synthesis of a set of case studies (environmental education projects) on the use of sensors as epistemic mediators, evidencing the technological, environmental, social, and didactical dimensions of environmental education projects over the last two decades in Portugal. The triggers of the identified changes include: (i) the evolution of sensors, information and communication platforms, and mobile devices; (ii) the increasing relevance of environmental citizenship and participation; (iii) the recognition of the role of multisensory situated information and quantitative information in environmental citizenship; (iv) the cause–effect relation between didactical strategies and environmenta. education goals; (v) the potential of sensory and epistemic learners’ practices in the environment to produce learning outcomes and new knowledge. To support the use of senses and sensors in environmental education projects, the SEAM model was created based on the developed research synthesis.
- Livro de resumos - 10º Seminário de Matemática e Ciências ExperimentaisPublication . Almeida, António; Loureiro, Cristina; Silva, Maria João; Brunheira, LinaLivro de resumos - 10º Seminário de Matemática e Ciências Experimentais
- Atividades, estratégias e aprendizagens na educação em ciências em tempos de restrições ao ensino presencialPublication . Silva, Maria João; Cavadas, Bento; Linhares, Elisabete; Simões, Helena; Ferreira, SílviaEm Educação em Ciências e em Educação Ambiental, as estratégias centradas no/a estudante e no ambiente são fundamentais para o desenvolvimento da literacia científica e de competências para a sustentabilidade. São exemplos das referidas estratégias a Aprendizagem Baseada em Problemas, a Aprendizagem Situada, a Aprendizagem Baseada no Local, as Aprendizagens Autênticas e as Aprendizagens Experienciais e pela Descoberta. Em todas estas estratégias as tecnologias digitais têm vindo a desempenhar um papel cada vez mais importante, nomeadamente no que se refere à aquisição de dados, ao tratamento e visualização dos mesmos, bem como à sua partilha social. Neste capítulo, equacionam-se as seguintes questões: que estratégias e atividades em Educação em Ciências e Educação Ambiental podem ser implementadas em ensino remoto de emergência e em ensino híbrido? Poderão as atividades desenvolvidas nesse contexto contribuir para melhorar as atividades presenciais de Educação em Ciências e Educação Ambiental? Para responder a estas questões, apresentam-se diversas atividades, realizadas em tempos de restrições ao ensino presencial devido à pandemia COVID-19, no contexto de formação para a docência e para a educação ambiental, em três Escolas Superiores de Educação. Estão incluídas atividades de ciência cidadã, com trabalho de campo para exploração e valorização do ambiente, visitas virtuais e atividades de educação para o desenvolvimento sustentável, baseadas na estratégia Aprendizagem Baseada em Problemas (Problem Based Learning - PBL). A apresentação das referidas atividades identifica as estratégias utilizadas, as tarefas realizadas, os recursos mobilizados, incluindo as tecnologias digitais, e os resultados de aprendizagem. Discute-se, ainda, a potencial contribuição da criação e concretização destas atividades em ensino remoto de emergência e em ensino híbrido para o enriquecimento da formação presencial.
- Framework for a research-based and interdisciplinary use of sensors in elementary teacher educationPublication . Silva, Maria João; Rodrigues, Margarida; Tempera, TiagoSensors should be integrated into teacher education, as they are essential tools in the digital practices needed for full participation in society. Electronic sensors can be used as laboratory/scientific tools, as everyday mobile learning tools, and as epistemic mediators in several scientific fields, as well as in interdisciplinary approaches. In this way, electronic sensors can play multiple roles in the main dimensions of teacher education. The aim of the research presented in this paper was to create a framework for the research-based and interdisciplinary use of sensors in elementary teacher education, based on the thematic analysis of seven case studies implemented in Portugal. The thematic categories used in the cross-case analysis were fundamental in revealing the different roles played by sensors in the different phases of the didactic sequences of the cases. Subsequently, the thematic analysis made it possible to identify patterns of affordances of sensors and to relate the multiple roles of electronic sensors to different areas of the Portuguese elementary teacher education model. The research synthesis made it possible to outline the framework perspectives. The resulting framework systematized and highlighted the affordances of sensors in pre-service and in-service elementary teacher education as scientific, epistemic, interdisciplinary, and didactic mediators. These affordances were revealed to be particularly important in data-driven inquiry problem-solving, pedagogical content knowledge, and professional knowledge development. The framework created can be expanded in future related research.
- Children using electronic sensors to create and use knowledge on environmental healthPublication . Silva, Maria JoãoThe Eco-sensors4Health Project (Eco-sensors for health: Supporting children to create eco-healthy schools) is centered on the use of electronic sensors by children to become agents in the creation of healthy and sustainable environments in schools. In this project, the environmental health data, acquired by children with the sensors, with tablets or mobile phones, is managed with the support of a collaborative platform that allows entering, searching and visualizing data of the different schools. The Eco-sensors4Health Toolkit is a guide to the implementation of the environmental health activities in schools, which include the exploratory sensorial tasks, the environmental data acquisition, organization, and interpretation, and the decision making to improve schools’ environmental health. The iterative development processes of the Eco-sensors4Health Platform and Toolkit are presented in this paper as well as illustrative results of its uses in different schools. Those results indicate that the use of sensors by children in the context of authentic environmental health activities makes it possible to children to create and apply knowledge to solve schools’ environmental health problems.
- Espaço escolar e gênero: a (re)produção do binarismo de gêneroPublication . Cicconetti, Josefina; Ferreira, Eduarda; Silva, Maria JoãoEm agosto de 2018, em Portugal, entrou em vigor a lei de autodeterminação da identidade de gênero, expressão de gênero e proteção das características sexuais de cada pessoa (Lei no 38, de 7 de agosto, 2018). Essa lei, que constitui um avanço significativo no direito à autodeterminação de gênero, ficou conhecida como a “lei das casas de banho”1 já que a mesma estabeleceu, através do Despacho nº 7247/2019 (que regulamenta o nº 1 do artigo 12º da Lei no 38), uma série de medidas administrativas que as instituições de ensino deveriam adotar, incluindo nas casas de banho e nos balneários, para garantir assim o exercício do direito das crianças e jovens à autodeterminação de gênero (Despacho no 7247, 2019, art. 5º, inc. 3).
- Children’s practices with electronic sensors to understand and mitigate sound pollution in primary schoolPublication . Silva, Maria JoãoBackground: To contribute to smart, inclusive, sustainable, and multisensory practices in science education, this paper presents research that studied the use of electronic sensors by children to address a sound pollution problem in their school. A didactic sequence was specifically designed and implemented to that purpose. Participants: The participants of this study were a project Teacher/Researcher, and the children of eight 4th grade classes (four experimental groups and four control groups), in four primary schools. Purpose: The research aim was to study whether and how, throughout the didactic sequence, children developed practices that are needed to understand and mitigate sound pollution in school, including acquiring, analysing, interpreting, and sharing environmental data, as well as interpreting, and applying information, making suggestions to solve the problem. The importance of the use of the electronic sensors was also assessed. Design and methods: To answer to the research questions, during the didactic sequence, data were collected through the data collection forms, the collaborative platform, the pre and post-tests, and the children’s suggestions to solve the sound pollution problem. Statistical methods were used to process pre- and post-tests results, and a content analysis allowed the treatment of the children’s suggestions. Results: The vast majority of children properly collected, registered, classified, and shared the acquired data. The statistical analysis showed that there was an improvement from the pre to the posttests results, with the experimental group having more significant improvements. The content analysis of the children’s suggestions revealed that all the children made productive suggestions, but the experimental group made more specific and diversified suggestions. Conclusion: Those results suggest that the experimental didactic sequence allowed and scaffolded children in using ICT tools to develop science education hands-on experimental practices, while understanding, analysing and contributing to solve a sound pollution problem in their schools.
- Catalyst accessibility and acidity in the hydrocracking of HDPE: a comparative study of H-USY, H-ZSM-5, and MCM-41 modified with Ga and AlPublication . Costa, Cátia S.; Ribeiro, M. Rosário; Silva, Maria JoãoPlastic pollution is a critical environmental issue due to the widespread use of plastic materials and their long degradation time. Hydrocracking (HDC) offers a promising solution to manage plastic waste by converting it into valuable products, namely chemicals or fuels. This work aims to investigates the effect of catalyst accessibility and acidity on the HDC reaction of high density polyethylene (HDPE). Therefore, a variety of materials with significant differences in both textural and acidic properties were tested as catalysts. These include H-USY and H-ZSM.5 zeolites with various Si/Al molar ratios (H-USY: Si/Al = 2.9, 15, 30 and 40; H-ZSM-5: Si/Al = 11.5, 40, 500) and mesostructured MCM-41 materials modified with Ga and Al, also with different Si/metal ratios (Si/Al = 16 and 30; Si/Ga = 63 and 82). Thermogravimetric analysis under hydrogen atmosphere was used as a preliminary screening tool to evaluate the potential of the various catalysts for this application in terms of energy requirements. In addition, batch autoclave reactor experiments (T = 300 °C, PH2 = 20 bar, t = 60 min) were conducted to obtain further information on conversion, product yields and product distribution for the most promising systems. The results show that the catalytic performance in HDPE hydrocracking is determined by a balance between the acidity of the catalyst and its structural accessibility. Accordingly, for catalyst series where the structural and textural properties do not vary with the Si/Al ratio, there is a clear correlation of the HDPE degradation temperature and of the HDPE conversion with the Si/metal ratio (which relates to the acidic properties). In contrast, for catalyst series where the structural and textural properties vary with the Si/Al ratio, no consistent trend is observed and the catalytic performance is determined by a balance between the acidic and textural properties. The product distribution was also found to be influenced by the physical and chemical properties of the catalyst. Catalysts with strong acidity and smaller pores were observed to favor the formation of lighter hydrocarbons. In addition to the textural and acidic properties of the catalyst, the role of coke formation should not be neglected to ensure a comprehensive analysis of the catalytic performance.