José Luís Silva Araújo

Abstract In a societal context where chemistry is often perceived negatively, it is essential to promote educational approaches that foster meaningful and engaging learning experiences from an early age. This study aimed to explore how the integration of storytelling and hands-on activities can contribute to primary school children's engagement and understanding of scientific concepts, leading to a more meaningful chemistry learning. The research was conducted in four primary schools in the northern region of Portugal, involving 237 third- and fourth-grade students in non-formal educational initiatives. A qualitative methodology was employed, based on the analysis of students' laboratory notebooks. The intervention consisted of a dramatized story from the book Hist & oacute;rias com Qu & iacute;mica [Stories with Chemistry], followed by three water-based hands-on activities addressing key chemical concepts: acid-base reactions, supersaturated solutions, and redox processes. Children's responses were analysed using framework theory, which enabled the categorization of their conceptual development. The findings showed that students' responses progressed from simple sensory observations and intuitive explanations to the construction of basic scientific models. High levels of participation, engagement, and enthusiasm were observed throughout the activities. These results suggest that combining storytelling with hands-on experimentation represents a promising pedagogical strategy for introducing chemistry concepts in early education and promoting a more positive and accessible image of this science.

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 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.