Carla Morais

Abstract BackgroundScience teaching in the early years plays a crucial role in students' scientific education. Teachers' attitudes and perceptions about experimental science directly affect the quality of learning. Although the curriculum highlights experimental approaches, research in Portugal shows they remain underused in classrooms.PurposeThis study aimed to examine the impact of a compulsory continuous professional development (CPD) program on primary teachers' attitudes and perceptions of science teaching, specifically assessing whether participation in a municipality-wide CPD program would lead to attitudinal changes.SampleParticipants were 109 3rd- and 4th-grade primary school teachers.Design and MethodsA quantitative, quasi-experimental one-group pre-test - post-test design was adopted. Teachers completed a validated questionnaire at the beginning and end of the school year. The instrument measured domains including Perceptions of Science Teaching, Science Teaching and Emotions, Gender and Science Teaching, Resources and Support, and Teacher Preparation and Training. Data were analyzed using paired-samples t-tests (alpha = 0.05), and effect sizes (Cohen's dz) were calculated.ResultsResults showed statistically significant improvements in teachers' perceptions of science teaching, emotions, and preparation and training, with small-to-moderate effect sizes. No significant changes were observed in the Resources and Support domain, suggesting structural or institutional constraints beyond the scope of the CPD program.ConclusionThese findings highlight the potential of compulsory CPD to foster positive changes in teachers' perceptions, while underscoring contextual factors that may limit its impact. The study provides evidence to inform sustainable CPD design and identifies directions for future research, such as long-term follow-up and cross-context comparisons.

Abstract In general, students have difficulties in learning Chemistry content, and it is necessary to find teaching strategies to minimize these difficulties. The contextualized teaching approach plays a fundamental role in promoting learning by relating scientific content to real-life situations close to students' daily lives. While teaching the topic Gases and Dispersions with a 10th-grade class, a mixed-methods research project was developed to determine the extent to which high school students are able to interpret real data on air quality in Portugal from the QualAr platform and to critically evaluate the accuracy, clarity, and rigor of the responses generated by ChatGPT to exercises on the same topic. Twenty students participated in this research, and data collection involved questionnaires, interviews, and document analysis of written records. The results demonstrated that students showed interest in using the QualAr platform, benefiting from structured scripts and real data. This research resulted in several indicators that reinforce the added value of promoting hands-on approaches associated with the use of real data to contextualize the topics taught, as well as the integration of technological tools in classes, which have pedagogical potential for developing critical thinking in students and promoting scientific literacy for citizenship.

Abstract <jats:title>Abstract</jats:title> <jats:p>This study examined the impact of the ExperimentaQuímica program on the teaching of chemistry in Portuguese primary education, designed as a continuing professional development initiative centered on experimental methodologies and individualized support. The aim was to understand the extent to which participation in the program fostered changes in teachers’ perceptions, pedagogical practices, and motivation, as well as to identify the design features that supported these transformations. A mixed-methods approach was adopted, involving 16 female teachers at this educational level. Data collection included pre- and post-test questionnaires and semistructured interviews, analyzed through descriptive and inferential statistics and qualitative content analysis using a hybrid deductive–inductive coding strategy. The results revealed significant changes in perceptions of experimental teaching, positive emotions associated with chemistry teaching, the perceived importance of instructional resources and institutional support, and teachers’ self-perceived preparation for chemistry teaching, as well as an increase in enthusiasm for teaching chemistry. Quantitative findings also indicated reduced agreement with traditional gender-related stereotypes associated with chemistry teaching. The interviews confirmed these trends, highlighting improvements in classroom practices, greater teacher motivation, and positive effects on pupils, notably in increased curiosity and engagement. The design of the program proved decisive, with particular emphasis on the value of individualized support and the provision of tailored laboratory kits. Despite limitations related to sample size and intervention duration, the study suggests the potential of continuing professional development initiatives that integrate experimental practices and personalized support. These findings offer relevant contributions to the promotion of early chemistry education and to the international debate on teacher education and scientific literacy.</jats:p>