José Luís Silva Araújo

Abstract The high costs of equipment and maintenance for Chemistry laboratories are a barrier to quality education in this science. However, the emergence of user-friendly and low-cost technological tools helps to mitigate this problem. This paper presents a STEM proposal for exploring distillation collaboratively in a remote laboratory with live data transmission and sharing online. The approach was analyzed by four teachers from Mozambique who, in that context, highlighted the positive potential for knowledge exchange between schools and cultures and the negative lack of technological means in schools for its implementation. They recognize great potential for implementation in higher education, as institutions have better resources. Thus, richer learning experiences can be promoted for all participants.

Abstract (1) Background: The under-representation of women in STEM fields, particularly in areas such as physics and computing, is far from being resolved. This gender gap has complex causes. This research was carried out to understanding how physics teachers in Portugal are aware of the existence of a gender gap and how they use or are willing to use girl-friendly strategies in their lessons; (2) Methods: A sample of 55 Portuguese physics and chemistry teachers from the third cycle of basic education and secondary education and an 8-item survey were used. (3) Results: The results show that most teachers perceive girls' participation in physics as satisfactory, and that girls do not perceive a gender gap and are interested in the subject, but may not be aware of the concept and application of girl-friendly strategies. (4) Conclusions: No correlation was found between gender or years of service and interest in the topic of girl-friendly strategies. Further research with a more diverse sample is needed to generalize these findings.

Abstract <jats:p>Este artículo presenta una propuesta de secuencia didáctica dirigida a estudiantes de secundaria. Se propone la exploración de indicadores ácido-base naturales con el fin de caracterizar diferentes soluciones acuosas. Luego, los estudiantes se enfrentan a un escenario desafiante e investigativo: la adición de lejía a un refresco de cola resulta en una reacción química que también implica cambios de color. Basándose en el protocolo desarrollado, los estudiantes llevarán a cabo ensayos experimentales para determinar si el refresco de cola es un indicador ácido-base. Para explicar los resultados obtenidos, los estudiantes llevarán a cabo una investigación cuyas conclusiones llevarán a la introducción del tema de las reacciones de oxidación-reducción. Con esta propuesta se busca fomentar la participación activa de los estudiantes en la construcción de su aprendizaje a través de actividades prácticas y experimentales, utilizando materiales cotidianos para promover su autonomía y, al mismo tiempo, estimular la curiosidad científica y el desarrollo de habilidades esenciales para la educación del siglo XXI. Además, el conocimiento que este enfoque didáctico contribuye significativamente a una comprensión más profunda de los conceptos fundamentales de la Química, promoviendo reflexiones más profundas sobre su relevancia en la sociedad actual.</jats:p>

Abstract BackgroundRecent literature underscores the importance of programming in preparing students for the challenges of a technologically evolving society.PurposeThis study explores the integration of Arduino programming in a non-formal education context, considering its potential to promote interdisciplinary approaches - particularly in Physics and ICT subjects - and foster students' interest and motivation.SampleEighty Portuguese middle school students participated in the practical activity designed.Design and MethodsDuring the activity, fundamental concepts of electronics, circuits, and Arduino programming were introduced and explored. Participants completed a questionnaire regarding their interests, motivations, and experiences. The data were supplemented with field notes collected by the research team.ResultsFindings show significant student interest in exploring Arduino programming, despite facing challenges such as coding difficulties and limited familiarity with electronic components and circuits. Students expressed enthusiasm for engaging in future activities related to the topic and supported its interdisciplinary integration and they recognized its potential to improve learning outcomes and develop essential competencies and skills.ConclusionPositive indicators have emerged from this research regarding the implementation of this innovative approach, which could be transposed into a formal education context, such as Physics. This approach not only captivates students' interest but also empowers them to thrive in an ever-evolving technological landscape.

Abstract The quality of initial and continuous training for primary-school teachers is essential to fostering science education and building strong scientific foundations. This qualitative case study, conducted over two consecutive school years in Portugal, examines the impact of a continuous professional development program aimed at addressing gaps in primary teachers' experimental science teaching. The program took place in the municipality of Penafiel and was organized by a university research team in collaboration with local schools. The program combined face-to-face sessions, in-school support from expert monitors, and the provision of teaching resources. Data were drawn from Individual Final Reflective Reports written by 108 teachers, all of whom participated through mandatory enrollment in the local training initiative. The sample was therefore exhaustive, covering the entire population targeted by the municipality. The reports were analyzed using qualitative content analysis, following an inductive coding process supported by peer validation. NVivo (version 14) software was used to assist in the categorization and management of textual data. The analysis revealed that teachers highly valued the training, particularly highlighting the relevance of the content, the effectiveness of the methodologies, and the training's practical utility in overcoming classroom challenges. The program enhanced teachers' confidence in implementing experimental activities and improved their teaching practices. The study underscores the importance of continuous professional development in strengthening teacher qualifications and science education. Limitations include reliance on self-reported reflections, the focus on a single municipality, and the absence of triangulation with classroom observations. Nevertheless, the program demonstrates that combining active methodologies, contextualized classroom support, and resource provision is a promising model for teacher professional development. The implications are relevant for policymakers, training centers, and teacher educators designing continuous professional development initiatives. Future research should explore scalability, longitudinal effects, and the comparative effectiveness of different continuous professional development mode.