Luciano José Santos Reis Moreira

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 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 This paper focuses on the problematic role of digital tools in STEM activities for Physics teaching. A group of 47 teachers of Physics and Chemistry, from middle and secondary education, attended a continuous professional development training course during the academic year 2019/2020 that aimed to promote the development, adaptation, and implementation of STEM activities, centered on various topics in Physics (sound, electricity, kinetic and potential energy, mass and weight, gravitational pendulum and free fall) in teachers’ practices. Most of the activities already had an integration proposal for digital tools. Results revealed that teachers’ options range from adding specific and unspecific tools to implement STEM activities. In most cases, they only replace other non-digital tools. This work contributes to foster the action and reflection related to teachers’ knowledge and experience to introduce digital tools productively, amplify their options, and explore other related areas. © 2021, Springer Nature Switzerland AG.

Abstract In this paper, we draw upon the empirical research about the social representations of the Internet in order to propose a theoretically-driven agenda. A systematic review of empirical, peer-reviewed literature was conducted. The corpus of analysis consisted of 12 papers which fell into five themes: (i) the Internet and quality of life; (ii) the Internet as a moving representation; (iii) the Internet and ageing; (iv) the Internet and mobile culture; and (v) the Internet and education. The research about the social representations of the Internet is still limited in number, depth and breadth. Notwithstanding, it conveys important insights about the evolving, symbolically-loaded meanings of the Internet as a prosthesis of knowledge and as a means of communication, with consequences for identity and intergroup relations, contributing to expand the theoretical and empirical debates on the field of digital media. The research agenda for studying the Internet from a social representations’ perspective includes three major theoretical foci: social cognition; social identity and intergroup relations; and social thinking in times of big data. Social representations can provide the field with powerful conceptual tools to learn how people deal with novelty and to navigate through huge quantity of data generated online. In change, digital media can contribute to further social representations theory developments. To learn how communication flows on the Internet and how people make sense of the Internet and Internet-related phenomena (including automatically generated contents, mass and social media accounts) equals to set the clock for the present time schedule. © 2021. Moreira, Luciano, Paiva, João C. and Morais, Carla.

Abstract Mobile devices seem to be more present in language education and classrooms, but the role of such technologies on educator's identity and practice is still at its early stages. This investigation aimed to gather a better understanding around the use of mobile-assisted language learning (MALL) through the lenses of educators that base their practices on the second language acquisition (SLA) theory, what are their perceptions on the relevancy of mobile devices for language acquisition and its potential role on their professional identities (as well as their views on using mobile technologies to promote opportunities for second language acquisition to occur). Since second language acquisition education and professional identity are not covered alongside in MALL literature, the goal of this research was to gather data on the perceptions around mobile devices used for language acquisition from the educators' perspective and their professional identity. A semi-structured interview script with open questions was developed to cover all three main topics as well as to promote participants' insights around the current use of mobile technologies in their language education scenarios. The research included 12 second language acquisition educators from Brazil, acting in different educational scenarios were selected to be interviewed via Skype. The data gathered was analyzed using NVivo and interpreted by using the guidelines provided by grounded theory. Results showed that: a) participants consider mobile devices as ad-value for language acquisition when they recognize relevancy in using such devices in what they describe as "acquisition opportunities". The use is not standardized and varies according to the educator. The lack of support from schools is accounted as a factor for non-use. b) Second language educators view themselves as facilitators between students and language. They understand that their professional identities are in constant change by social, cultural, and economic factors, and adding new tools and methodologies to their practices are expected; therefore, mobile devices are not viewed as threats to educators' professional identity. However, participants showed concerns that the mandatory use of mobile devices and technologies in classes without previous training and debate around its proper use might contribute to an unwanted professional identity change. c) Participants do not consider themselves proficient in what they understand to be an ideal use of mobile devices for language acquisition. However, this lack of understanding does not impede them from using mobile devices as a pedagogical instrument as they seem fit. The discussion focuses on the paradox between the relevancy recognized by educators in mobile devices for language acquisition and their lack of repertoire for the use of such devices.