Degree: Doctor

Affiliation(s):

FCUP

Publications
Showing 5 latest publications. Total publications: 50
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1. Students' attitudes towards the environment and marine litter in the context of a coastal water quality educational citizen science project, Araújo, JL; Morais, C; Paiva, JC in AUSTRALIAN JOURNAL OF ENVIRONMENTAL EDUCATION, 2023, ISSN: 0814-0626,  Volume: 39, 
Article in Press,  Indexed in: crossref, scopus, unpaywall, wos  DOI: 10.1017/aee.2023.14 P-00Y-KB7
Abstract This research focus on the evaluation of the impact on students' attitudes towards the environment, fostered by their involvement in an educational citizen science project related to the monitoring of physicochemical properties and the detection of (micro)plastics in Portuguese coastal waters. We developed an attitude scale, comprising four dimensions (Collective, Personal, Recycling and Reuse and Microplastics), which was applied, as a pre-test and post-test, to 574 middle school students (aged 12-14): 442 in the experimental group and 132 in the control group. Initially, based on pre-test results, both groups revealed positive attitudes. In the experimental group, the post-test results revealed that significantly positive attitude changes were promoted in all dimensions, whereas, in the control group, this occurred only in the Personal dimension. The control group also exhibited significantly negative attitude changes in the collective dimension. Students' engagement in sustainability-related citizen science projects can enhance environmentally literate society.

2. More than a Common Place: A Social Representations Approach to the Internet, Moreira, L; Sarrica, M; Morais, C; Paiva, JC in PAPERS ON SOCIAL REPRESENTATIONS, 2023, ISSN: 1021-5573,  Volume: 32, 
Article,  Indexed in: scopus, wos  P-00Y-WS1
Abstract This study aimed to investigate the commonsense knowledge about the Internet and its relationship with social groupings from the perspective of social representations theory. We surveyed 1013 participants (students, teachers, and guardians) from three schools, using the ranked association technique, the General Internet Attitudes Scale, and the Web-Use Skill Measure Index. We conducted a correspondence analysis on the data. Results showed that the representation of the Internet is associated with different social groupings, being organized along a media-message axis and a personal-social axis. While students, participants with lower education levels and participants with positive attitudes toward the Internet have a personal media usage representation, teachers and participants with higher education levels showed a greater focus on the social message. This study is significant because it shows that the Internet - as a social object - is not consensual. This suggests a connection between the social representations of the Internet and social identity that future research should explore to better understand and bridge the digital divide.

3. Science-Religion Dialogue in Education: Religion Teachers' Perceptions in a Roman-Catholic Context, Paiva, JC Rosa, M; Moreira, JR; Morais, C Moreira, L in RESEARCH IN SCIENCE EDUCATION, 2022, ISSN: 0157-244X,  Volume: 52, 
Article,  Indexed in: authenticus, crossref, scopus, wos  DOI: 10.1007/s11165-020-09941-x P-00S-B21
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.

4. Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry, Araujo, JL Morais, C Paiva, JC in CHEMISTRY EDUCATION RESEARCH AND PRACTICE, 2022, ISSN: 1109-4028,  Volume: 23, 
Article,  Indexed in: crossref, scopus, unpaywall, wos  DOI: 10.1039/d1rp00190f P-00V-D47
Abstract The active participation of citizens in scientific research, through citizen science, has been proven successful. However, knowledge on the potential of citizen science within formal chemistry learning, at the conceptual and procedural levels, remains insufficiently explored. We developed a citizen science project - PVC: Perceiving the Value of Chemistry behind water and microplastics - which sought to involve students in monitoring the physicochemical parameters of coastal water quality, through the detection of microplastics in these waters, in addition to the qualitative identification of plastic contaminants on beaches. The project was conducted throughout the 2018/2019 school year and involved 442 middle school students (Key Stage 3 (KS3) aged 12-14, in Portuguese schools) and 9 chemistry teachers, in the northern coastal region of Portugal. The data on learning outcomes was collected through knowledge tests, applied after project conclusion, and was then compared to data collected up to six months later (retention test). In addition, interviews were conducted with participants, and researchers' field notes were recorded and analyzed. Data analysis suggests the PVC project promoted conceptual chemistry learning related to the analysis of physicochemical water parameters (pH, temperature, turbidity, salinity, nitrate and nitrite concentrations and dissolved oxygen), as well as polymers (polymer types, formation and structure). A positive knowledge retention was registered a few months after the project conclusion. At a process level, participants learned laboratory techniques (sieving, gravity and reduced pressure filtrations and crystallization) and the handling of laboratory materials. Furthermore, teachers recognized that their students' participation in the PVC project fostered the development of their argumentation skills, as well as their reflexive and critical thinking skills. The ability to communicate ideas and results, along with the development of students' digital skills, was also mentioned.

5. STUDENTS' ATTITUDES TOWARDS SCIENCE: THE CONTRIBUTION OF A CITIZEN SCIENCE PROJECT FOR MONITORING COASTAL WATER QUALITY AND (MICRO)PLASTICS, Araujo, JL Morais, C Paiva, JC in JOURNAL OF BALTIC SCIENCE EDUCATION, 2021, ISSN: 1648-3898,  Volume: 20, 
Article,  Indexed in: crossref, scopus, wos  DOI: 10.33225/jbse/21.20.881 P-00V-T25
Abstract The promotion of positive attitudes towards science is an important goal of science education. This research aimed to identify students' attitudes towards science and whether their participation within a citizen science project has contributed to positive attitudinal changes. So, an attitudinal scale was developed, validated, and applied (as a pre and post-test) to 574 students aged between 12 and 14 years old. Positive attitudes towards science were recorded from the outset among children of both groups. Students' participation within the experimental group enhanced relevant positive attitudinal changes at the level of the critical analysis dimension, related to the perception of skills development such as questioning or critical thinking. Furthermore, positive attitudinal changes were achieved within the affinity dimension, related to perceived self-efficacy and appreciation of science and science classes. Positive attitudinal changes towards science among students indicate that citizen science contributes to enhance affective and attitudinal domains of their scientific literacy.