Degree: Doctor

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FCUP

Bio

Carla Morais has a degree in Chemistry, a Master in Multimedia Education, a Ph.D. and a Habilitation in Science Education and Communication from the Faculty of Science of the University of Porto (FCUP). She is an Assistant Professor with Habilitation and member of the Science Education Unit at the same Faculty. She is an integrated member of the Chemistry Research Centre of the University of Porto (CIQUP), where she coordinates the research group “RG5: Education, Science Communication and Society” and she is also a member of the Associated Laboratory Institute of Molecular Sciences (IMS), where integrates the thematic research line “LT: CHEMfocus (fundamentals and awareness)”. She is the director of the Doctoral Program in Science Education and Communication. She has supervised or co-supervised numerous dissertations in the areas of Science Education and Communication (Chemistry) and Educational Technology. She is engaged, as a trainer, in the development of courses on Continuing Education for teachers. She has published articles in national and international journals and has presented lectures in schools, conferences, and scientific meetings in the field of Chemistry Education and Communication and the use of educational technologies. She is a co-author of textbooks, popular science books, and educational software for Chemistry and Physics teaching. Her areas of interest include professional development and pedagogic practices for Physics and Chemistry teachers; Communication models and processes for scientific knowledge and the involvement and participation of citizens in Science; technological and digital ecologies in Science Education and Communication.

Publications
Showing 5 latest publications. Total publications: 78
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1. Looking at Electrochemistry through a Concentration Cell: A High School Laboratory Activity Integrated into a Data Access System Explored with Preservice Chemistry Teachers, Morais, C André, C; Alves, J; Girotto, G Jr in JOURNAL OF CHEMICAL EDUCATION, 2024, ISSN: 0021-9584,  Volume: 101, 
Article in Press,  Indexed in: crossref, scopus, unpaywall, wos  DOI: 10.1021/acs.jchemed.4c00424 P-017-5YZ
Abstract Integrating experimental activities with technological advancements and investigative pedagogies holds promise for fostering multifaceted development of chemical knowledge acquisition and innovative pedagogical methodologies for preservice teachers. This research evaluates how a laboratory activity on electrochemical concentration cells incorporating the Arduino system and implementing a Prediction-Observation-Explanation strategy improves chemical knowledge among preservice teachers. The study used a pretest assessing knowledge of galvanic cells, followed by evaluative questions during a course for preservice chemistry teachers. Preservice teachers had the opportunity to reflect on the module by commenting on issues related to implementing the activity and integrating the Arduino system. Difficulties are associated with understanding electrochemical cells and implementing the POE pedagogy. The study's results provide a basis for comments on the activity's adaptability and efficacy in the classroom and incorporation into a preservice teacher education curriculum.

2. The Role of the Periodic Table of the Elements of Green and Sustainable Chemistry in a High School Educational Context, da Silva, CA Jr; Morais, C de Jesus, DP; Girotto, G Jr in SUSTAINABILITY, 2024, ISSN: 2071-1050,  Volume: 16, 
Article,  Indexed in: crossref, scopus, unpaywall, wos  DOI: 10.3390/su16062504 P-010-44S
Abstract The Periodic Table of the Elements of Green and Sustainable Chemistry (PT-GSC) represents a potentially meaningful tool for teaching and learning Green Chemistry. However, there is a lack of studies exploring the application of the PT-GSC in educational contexts. To contribute to filling this gap, a qualitative and participant approach was developed to examine the effects of using the PT-GSC in a high school setting, with a focus on analyzing the associated challenges and opportunities. Over a five-week period, 23 high school students enrolled in a chemistry course at a public school in Brazil worked in small groups to develop solutions for a case study addressing socio-scientific issues related to water scarcity in the local region using elements from the PT-GSC. Results from both the pre- and post-questionnaires, along with the written case study resolutions, provide evidence of the students' knowledge gains, particularly in critical scientific literacy for Green and Sustainable Chemistry Education. The findings showed that the PT-GSC is an interdisciplinary tool for introducing students to Green Chemistry concepts within the broader societal and scientific ecosystem. The implementation of novel case studies incorporating elements from the PT-GSC is a way to support our ongoing work with students and the public, contributing to a sustainable future.

3. Supporting submicroscopic reasoning in students' explanations of absorption phenomena using a simulation-based activity, Spitha, N; Zhang, YJ; Pazicni, S; Fullington, SA; Morais, C Buchberger, AR; Doolittle, PS in CHEMISTRY EDUCATION RESEARCH AND PRACTICE, 2024, ISSN: 1109-4028,  Volume: 25, 
Article,  Indexed in: crossref, scopus, wos  DOI: 10.1039/d3rp00153a P-00Z-51Y
Abstract The Beer-Lambert law is a fundamental relationship in chemistry that helps connect macroscopic experimental observations (i.e., the amount of light exiting a solution sample) to a symbolic model composed of system-level parameters (e.g., concentration values). Despite the wide use of the Beer-Lambert law in the undergraduate chemistry curriculum and its applicability to analytical techniques, students' use of the model is not commonly investigated. Specifically, no previous work has explored how students connect the Beer-Lambert law to absorption phenomena using submicroscopic-level reasoning, which is important for understanding light absorption at the particle level. The incorporation of visual-conceptual tools (such as animations and simulations) into instruction has been shown to be effective in conveying key points about particle-level reasoning and facilitating connections among the macroscopic, submicroscopic, and symbolic domains. This study evaluates the extent to which a previously reported simulation-based virtual laboratory activity (BLSim) is associated with students' use of particle-level models when explaining absorption phenomena. Two groups of analytical chemistry students completed a series of tasks that prompted them to construct explanations of absorption phenomena, with one group having completed the simulation-based activity prior to the assessment tasks. Student responses were coded using Johnstone's triad. When comparing work from the two student groups, chi-square tests revealed statistically significant associations (with approximately medium to large effect sizes) between students using the simulation and employing particle-level reasoning. That said, submicroscopic-level reasoning did not always provide more explanatory power to students' answers. Additionally, we observed the productive use of a variety of submicroscopic light-matter interaction models. We conjecture that engaging with BLSim provided new submicroscopic-level resources for students to leverage in explanations and predictions of absorption phenomena.

4. Computing and the Portuguese higher arts education: curricula and practices in public undergraduate programs; [Computação e o ensino superior artístico português: currículos e práticas nos cursos de graduação públicos], Morais, E Morais, C in Educacao e Pesquisa, 2024, ISSN: 1517-9702,  Volume: 50, 
Article,  Indexed in: crossref, scopus, unpaywall  DOI: 10.1590/s1678-4634202450264264 P-00Z-X6Q
Abstract Undergraduate arts and design programs have been incorporating computing education into their curricula. Through a documentation analysis of the first cycle (i.e., bachelor’s) curricula of fered by the Portuguese public education subsystem in the 2018-19 academic year, we identified 40 programs from diverse artistic and design areas, attended by around 5,600 students, which contained at least one course covering computer programming. In a subsequent qualitative analysis of the syllabi of those 128 courses we had identified as relevant, we characterized the objectives, the contents, and the teaching and assessment methods for computing in higher arts education. In the face of the skepticism the literature expresses regarding the validity and robustness of brief approaches to computing, we found most undergraduate programs dedicate few courses or credits (i.e., ECTS) to the topic. We also found programs that introduce the topic late in the curriculum, at a stage when it is likely to meet less dedication from the students. At course level, we note the prevalence of the objective of granting autonomous learning skills to students, which often translates into contents too broad to approach in a non-superficial way. Moreover, we alert to the use of project-based assessment methods in ways that do not assure learning of the contents. With this article we hope to provide an overview of the current situation and contribute to a reflection and a debate about the relevance and the way computing is covered within arts and design education. © (2024), (Emerson de Pietri). All Rights Reserved.

5. Activity with Parents on the Computer “NanoAPC”: Contributions to the learning of Nanotechnology in the context of Chemistry subject; [ATIVIDADE COM PAIS NO COMPUTADOR “NANOAPC”: CONTRIBUTOS PARA A APRENDIZAGEM DA NANOTECNOLOGIA NO CONTEXTO DA DISCIPLINA DE QUÍMICA], Relvão da Silva, N; Carlos de Matos Paiva, J; Susana Lopes Morais, C in Investigacoes em Ensino de Ciencias, 2024, ISSN: 1518-9384,  Volume: 29, 
Article,  Indexed in: crossref, scopus, unpaywall  DOI: 10.22600/1518-8795.ienci2024v29n1p117 P-010-C4Y
Abstract Activities with Parents on the Computer are pedagogical tasks based on socially relevant disciplinary content with the aim of establishing the school-home connection and collaboration between parents and students, to promote digital literacy and literacy in a specific domain. This article addresses a study that aimed to investigate the contribution of the Activity with Parents on the Computer "NanoAPC", both for the development of knowledge of 8th grade students about the area of nanotechnology, and to raise awareness among parents/guardians for the said area. The activities were proposed in a formal learning environment, the school, but were carried out at home by the student and one of the parents or guardian. NanoAPC intended to help students to learn Chemistry contents contextualized with the advances and applications of nanotechnology in society, from a socio-scientific perspective. A quasi-experimental research plan was implemented, with 58 students and 58 parents/guardians participating. Students were divided into two experimental conditions that were tested: groups 1 and 2, subject to NanoAPC, but with a different initial intervention, and group 3, subject to an activity sheet. All groups were subjected to a questionnaire as a pre-test and post-test, respectively before and after the intervention. The results, resulting from the analysis of the pre-test and post-test and the answers given in the respective activity sheets, show that the students in groups 1 and 2 showed a significant improvement in their knowledge of nanotechnology compared to those in group 3. We conclude that the NanoAPC digital resource is useful for teachers who show an interest in addressing nanotechnology but who have time constraints due to curriculum management. In addition, it promotes the parent-student-computer triangulation and, consequently, raises parents' awareness of this area. © 2024 Universidade Federal do Rio Grande do Sul, Instituto de Fisica. All rights reserved.