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- 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.
- Young people’s digital competences: does gender matter?Publication . PEREIRA DA COSTA FERREIRA, MARIA EDUARDA; Silva, Maria JoãoThis research explores the intersections between gender and young people’s self-perceived digital competences. Previous research has identified differences between the self-perceived digital competences of girls and boys, but this paper further explores these differences comparing the ratings of ICT related curricular units with the self-perceived digital competences. A case study in one basic education school of Setúbal, Portugal, analyzed by gender the ratings to the ICT related curricular units, and the results of a digital competences self-assessment online questionnaire. The ICT related curricular units’ ratings showed that girls and boys have similar results, however the digital competences self-assessment online questionnaire identifies a lower self-perceived digital competence of girls, and decreasing as they get older. This understanding of how girls’ self-perceived digital competences vary with age is an important information to organize educational actions to reinforce girls’ self confidence in their digital competences and promote gender equality in technology-related professions.
- 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.
- 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.
- 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.