Carla Susana Lopes Morais

Abstract This paper focuses on developing and assessing a non-obtrusive and transformative method, based on virtual reality, to evaluate science communication projects in science centres. The method was tested using deep-sea cutting-edge scientific content. We applied a mixed design, with 72 adult participants randomly assigned to experimental conditions (with/without exhibition exposure). Results showed that the exhibition promoted a better understanding of science. The non-obtrusive measures on awareness and engagement were positively related with questions posed via questionnaire and interview. The study adds theoretical and empirical support to the design and implementation of non-obtrusive and transformative evaluation experiences in science exhibitions in science centres and museums.

Abstract This paper examines the relationship between science and religion in the education system of Roman-Catholic Portuguese society. In particular, we explored perceptions of the relationship between science and religion for religious education teachers. We surveyed 198 Portuguese religious education teachers about how they view science and religion. The questionnaires' results revealed a number of similarities: religious education teachers are highly involved in religious practices and exposed to science; they perceived a compatibility between science and religion; and they have an openness to dialogue between both. They do not adhere to anti-scientific perspectives, but they simultaneously try to limit what can be explained by science. Thus, an interpretative view of dialogue and/or integration seems to best explain the perceptions of religious education teachers of the relationship between science and religion. These findings allow a space of discussion, enabling teachers to possibly foster the science-religion dialogue in their contexts of pedagogical activity.

Abstract <jats:p>The use of digital games as support tools for education has proven to be effective. To explore their potential, it is crucial to design them carefully. This chapter considers the design of games for education, where players cultivate their knowledge and practice their skills by multiplying numerous hindrances during gaming. Educational elements are integrated into the gameplay, which players acquire while playing. The game's effectiveness depends on the players' ability to form a cheerful and encouraging environment to continue playing while increasing their interest in gameplay and improving academic performance. Following a design-first development approach, an innovative proposal for this design is presented, adding a new dimension to the game's tetrad: learning dynamics. Benefiting from years of professional practice, this game pentad design framework fulfills the learning and user experience requirements while overcoming the design limitations of more conventional approaches not based on an educational purpose. </jats:p>

Abstract Recently, new data about deep-sea ecosystems has stirred scientific, economic, and ecological agendas, but little is known about the public’s perspectives of the deep sea. Our goal is to explore the public’s common sense knowledge of the deep sea, with a view to inform science communication efforts. Based on social representations theory, we investigated the relationship between the public’s meanings associated with the deep sea and psychosocial and positional variables, such as attitudes and education level, and reflected on the implications of the findings for science communication. The study was conducted in Portugal, a coastal, sea-connected country. The sample consisted of 315 adults from different age groups and social strata. Participants were asked to elicit and rank their thoughts about the deep sea using a ranked association technique and fill in questions about sociodemographic information, perceptions, and attitudes concerning the deep sea. Results showed that the social representations of the deep sea were structured as emotional versus rational views and as superficial ocean knowledge versus novel or unusual views. Moreover, results evinced a relationship between representations and psychosocial and positional variables. The gap between scientific and common sense knowledge was evident amongst participants with a low education level and low science engagement, whilst highly educated and science-engaged participants’ representations seemed to be narrowed by instrumental views on science. This research is significant to better directing science communication to increase well-informed public participation in decision-making related to deep sea management and other socio-scientific issues by responding to audience’s background knowledge.

Abstract Scientific literacy is an important skill for students' success, given the characteristics of today's society. However, not all students have a natural predisposition toward science, chemistry in particular. Considering the relevance of transdisciplinary learning, schools should foster the scientific abilities for which students may have less aptitude or interest by taking advantage of areas and subjects that they have more inclination and knowledge. The use of analogies through comparisons between familiar and unfamiliar domains can potentiate the learning of abstract, unknown, or complex chemistry concepts. This article describes a case study regarding the use of a marching band analogy that was developed to teach kinetic-molecular theory. The study involved a convenience sample of 50 Portuguese seventh grade students attending a middle school music course, from four specialized music education schools. Data was collected through a questionnaire and an interview. Results reveal that the marching band analogy for kinetic-molecular theory, considering the students' profile, is didactic and suitable, enhances their attention and interest, and promotes their chemistry learning. In order to benefit chemistry education, we recommend the development and use of analogies between chemistry and music with students of similar profiles or the use of different areas and subjects for other student profiles.