Publications

Abstract <jats:p>Groundwater quality in arid and semi-arid regions of Morocco is under increasing pressure due to both anthropogenic influences and climatic variability. This study investigates the physicochemical and heavy metal characteristics of groundwater across four Moroccan regions (Tangier-Tetouan-Al Hoceima, Oriental, Souss-Massa, and Marrakech-Safi) known for being argan tree habitats. Thirteen groundwater samples were analyzed for twenty-five parameters, including major ions, nutrients, and trace metals. Elevated levels of ammonium, turbidity, electrical conductivity, and dissolved oxygen were observed in multiple samples, surpassing Moroccan water quality standards and indicating significant quality deterioration. Inductively Coupled Plasma-Atomic Emission Spectroscopy (ICP-AES) detected arsenic concentrations exceeding permissible limits in sample AW11 alongside widespread lead contamination in most samples except AW5 and AW9. Spatial patterns of contamination were characterized using Principal Component Analysis (PCA), Hierarchical Cluster Analysis (HCA), K-means clustering, and GIS-based Inverse Distance Weighted (IDW) interpolation. These multivariate approaches revealed marked spatial heterogeneity and highlighted the dual influence of geogenic processes and anthropogenic activities on groundwater quality. To assess consumption suitability, a Water Quality Index (WQI) and Human Health Risk Assessment were applied. As a result, 31% of samples were rated “Fair” and 69% as “Good”, but with notable non-carcinogenic risks, particularly to children, attributable to nitrate, lead, and arsenic. The findings underscore the urgent need for systematic groundwater monitoring and management strategies to safeguard water resources in Morocco’s vulnerable dryland ecosystems, particularly in regions where groundwater sustains vital socio-ecological species such as argan forests.</jats:p>

Abstract Videogames can offer an interactive way of communicating science to a range of audiences. In this article, it is described how chemists were involved in the development of a videogame to communicate scientific concepts about nanoparticles and how they are used for drug delivery. Three chemists collaborated on every step of the development, specifically in deciding what and how to communicate with a younger audience. Experts in Science Education and in Chemistry, teachers and students were involved as testers at a later stage. Questionnaires were used to explore the impact of the prototype on players, and it was clear that the interactive and fun nature of videogames can foster connections between hard science and the younger audiences. Most of the 170 students (aged 12-16) that played the prototype demonstrated that they learned basic notions about nanoparticles (size, how they interact and travel inside the body, different applications, etc.). Interviews with the scientists showed that having them involved as part of the development process helped them to better translate the scientific message for this younger audience.

Abstract During the Decade of Ocean Science, oceans and the deep sea have gained attention for their vital ecological roles, prompting increased scientific investment. However, this growing body of research has not effectively reached the public, especially regarding deep-sea ecosystems. Public perception studies are limited, particularly those focused on the deep sea. This article compares findings from a U.S. study with previous research in Portugal on social representations of the deep sea. A total of 521 U.S. participants completed tasks assessing representations, perceptions, and attitudes. Results mirror the Portuguese study, revealing vague and conflicting representations. Both populations use contrasting terms (known vs. unknown, literal vs. abstract) to describe the deep sea. Despite cultural differences, similar results emerge: the deep sea is linked to education, science, and climate, while perceived threats reflect current concerns. Attitudes are generally positive toward preservation, economic use, and scientific exploration, contrasting earlier findings that showed skepticism toward economic exploitation. This study highlights the value of cross-cultural comparisons in understanding public views on complex environmental topics and supports the need for tailored communication strategies.

Abstract Thermotropic ionic liquid crystals (TILCs) are ion-containing fluids forming upon heating between the crystalline and liquid phases of ionic amphiphiles. Bis(quaternary ammonium) gemini surfactants with general formula n-s-n—where n and s are the main tail and the spacer lengths, respectively—are able to form TILCs, but systematic studies on the effect of the spacer length are still lacking. Here, we investigated the possibility of tuning TILC formation by varying s for 14-s-14 gemini surfactants using an unusually wide range of spacers, from 2 up to 20 methylene groups (s = 2, 6, 8, 12, 14, 18 and 20). The thermal stability of these compounds was assessed by thermogravimetric analysis (TGA) and the thermodynamic parameters of the phase transitions (temperature, enthalpy and entropy changes) by differential scanning calorimetry (DSC), while TILCs were assigned by polarized light microscopy (PLM). X-ray diffraction (XRD) of the powder compounds was also carried out to provide insight into the solid phase packing. Notably, the isotropization temperature to the ionic liquid phase shows an inverted V trend with increasing s in the s = 2–12 range, and then increases linearly in the range s = 12–20. Smectic A liquid crystals form for all compounds, with 14-2-14, 14-12-14 and 14-14-14 displaying lower temperatures (approx. range 100–120 °C) than the rest. Overall, the results show that incrementally varying the spacer length affects the phase behavior, thermal stability, thermodynamic parameters of the thermotropic phase transitions, and solid-phase smectic d-spacings in a marked and complex manner, with several non-monotonic trends observed. Moreover, the spacer length can be selected to tune the formation of ionic liquid crystals, pointing to a fine balance between the main chain and spacer lengths. © 2025 Elsevier B.V., All rights reserved.

Abstract Teacher training for the use of technological resources has been widely researched in educational studies. Situated in the context of such investigations, research on digital competences in education has also gained prominence in the last decade. Considering the breadth of work conducted in these areas and the need for integration between the different theoretical-practical domains that permeate this field of study, the main objective of this research is to develop a theoretical framework to bridge the references of teaching and digital competency within Teaching Professional Knowledge. Methodologically, a systematic literature analysis was conducted, beginning with an initial bibliometric analysis using VOSviewer software tool, followed by the categorization of a selected corpus of works. Subsequently, an analysis of the relationships between the teaching of digital competences and the knowledge domains related to the references of Pedagogical Content Knowledge and Pedagogical and Technological Content Knowledge was carried out. The systematic review allowed us to infer that prevailing trends in research on the teaching of digital competency are related to the assessment of competences in different groups of teachers, to the proposal of training actions, and to theoretical studies. It was evident that the theoretical framework known as DigCompEdu serves as a foundation for various research endeavors. Relations between the domains of teaching professional knowledge and digital competences were identified, and based on this identification, a theoretical framework is discussed and proposed to consider the possibility of articulating actions for the development of teaching digital competences in the context of teacher training oriented towards Pedagogical and Technological Content Knowledge.

Abstract Empowering students with a robust Science, Technology, Engineering, and Mathematics (STEM) education, while equipping their teachers with comprehensive training, fosters critical thinking and problem-solving skills, which are important aspects of innovation, social progress, and advancement. The main objective of this study is to investigate how a STEM-lab activity - an experimental chemistry laboratory activity integrated with Arduino prototyping - implemented within a teacher education program can promote the development of professional knowledge that enables the development of activities aligned with the STEM approach among pre-service teachers. Twenty Portuguese pre-service physics and chemistry teachers participated in the study. Pre- and post-activity tests, incorporating closed and open-ended questions, were used to assess participants’ perceptions. Data analysis included quantitative assessment of conceptual gains and qualitative content analysis of reflective responses. The results suggest that the activity fosters a reflective process among pre-service chemistry teachers, enabling them to integrate STEM components with a socio-scientific contextual approach and encouraging critical consideration of adapting STEM activities for greater applicability and effectiveness in secondary education. While this approach significantly enhances pedagogical effectiveness, challenges persist in identifying aspects related to engineering and using Arduino prototyping. © 2025 by Author/s

Abstract The quality of initial and continuous training for primary-school teachers is essential to fostering science education and building strong scientific foundations. This qualitative case study, conducted over two consecutive school years in Portugal, examines the impact of a continuous professional development program aimed at addressing gaps in primary teachers' experimental science teaching. The program took place in the municipality of Penafiel and was organized by a university research team in collaboration with local schools. The program combined face-to-face sessions, in-school support from expert monitors, and the provision of teaching resources. Data were drawn from Individual Final Reflective Reports written by 108 teachers, all of whom participated through mandatory enrollment in the local training initiative. The sample was therefore exhaustive, covering the entire population targeted by the municipality. The reports were analyzed using qualitative content analysis, following an inductive coding process supported by peer validation. NVivo (version 14) software was used to assist in the categorization and management of textual data. The analysis revealed that teachers highly valued the training, particularly highlighting the relevance of the content, the effectiveness of the methodologies, and the training's practical utility in overcoming classroom challenges. The program enhanced teachers' confidence in implementing experimental activities and improved their teaching practices. The study underscores the importance of continuous professional development in strengthening teacher qualifications and science education. Limitations include reliance on self-reported reflections, the focus on a single municipality, and the absence of triangulation with classroom observations. Nevertheless, the program demonstrates that combining active methodologies, contextualized classroom support, and resource provision is a promising model for teacher professional development. The implications are relevant for policymakers, training centers, and teacher educators designing continuous professional development initiatives. Future research should explore scalability, longitudinal effects, and the comparative effectiveness of different continuous professional development mode.