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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.
- Grammar in language education: insights from portuguese sixth gradersPublication . Pereira, Susana; Rato, Valter; Valente, Bianor; Leite, Teresa; Ramos, AndreiaThe present paper presents the findings of research on the beliefs of primary school students (aged 11–12) about grammar instruction and its relationship to language learning and education. The present study sought to analyze the beliefs of 372 sixth grade students from 10 different school clusters in the Lisbon metropolitan area. To this end, a survey was administered in a research study that employed a mixed-methods approach. The findings indicate that students’ views on grammar are primarily centered on the assumption that grammatical knowledge improves oral, reading, and writing skills, reflecting an instrumental view of grammar. It is not eworthy that theoverwhelming majority of students, including those who face challenges with grammar, recognize the significance of grammar instruction in language education. Nevertheless, their perceptions of classroom practices suggest the persistence of transmissive methodologies. A comprehensive analysis of students’ perspectives, motivation levels, and challenges reveals a discrepancy between the perceived importance of grammar instruction and its perceived effectiveness. It is imperative to comprehend this discrepancy to implement adaptations that ensure the effective leveraging of grammatical knowledge. Such adaptations can promote the reading, writing, and speaking skills that the majority of students seek to achieve.