Publications

Abstract The popularity of electric scooters (EC) has increased significantly in recent years and understanding the diverse impacts of EC use on health is crucial for ensuring its safe integration in urban mobility. To address this, a systematic review was conducted with the aim of identifying areas, objectives, and results of academic production dedicated to studying the impacts of EC use on health. Articles were sourced from four databases: Inspec, Science Direct, Scopus, and Web of Science. 36 articles were analyzed, and relevant information was systematically retrieved, organized, and codified into a structured database. While the increase in accidents and subsequent healthcare burden is acknowledged, further research is needed to determine whether the rise in accidents results from increased recklessness or simply a surge in usage. The potential association with moral panic, fueled by negative media portrayals, underscores the importance of a balanced public discourse and accurate representation of ECs. The predominant focus of studies on accidents indicates a gap in a holistic understanding of the impacts of EC use on health. Future research and policy considerations should strive to strike a balance between fostering the benefits and challenges of EC use, ensuring the development of sustainable and safe micromobility solutions. © 2025 Elsevier B.V., All rights reserved.

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 Student-centred learning requires a variety of approaches, such as inquiry-based learning and the tackling of authentic and problem-based learning activities, to make the teaching and learning process more meaningful and to encourage students to participate more actively in class. The inquiry approach enables students to investigate solutions to real problems, awakening their need to ask questions, design and conduct research, collect and analyse data, interpret results and present them in a structured way. This study investigates the influence of an inquiry-based science education (IBSE) module on the development of oral and written communication skills among 10th grade students. The study is set in a secondary school context and focuses on a problem-based learning approach centred around gases and dispersions. A total of 111 students participated in this one-group post-assessment qualitative study, where evaluation rubrics were applied to assess students' written and oral communication, focusing on correctness, clarity and mastery of scientific language. The results showed that the majority of students performed well in both written and oral tasks, demonstrating improved scientific communication skills. This suggests that IBSE, particularly in the context of secondary education, can be an effective approach to fostering students' abilities to communicate scientific concepts. The study has implications for enhancing pedagogical practices and encourages further research on the long-term effects of IBSE on student learning.

Abstract An acid-base titrator connected to the Internet was developed for conducting remote investigative experiments. The experiment was broadcasted in a high school senior classroom, with the presence of a facilitating teacher. The activity required students to determine the indicator present in the solution. To carry out the activity, students added acid or base to sweep the pH range from 0 to 14 and noted the corresponding coloration to the pH through video analysis. The results obtained were very satisfactory, both in the identification of the indicator and in the acceptance and engagement of the students in the activity.

Abstract Educators cannot overlook the affect's potential for students’ educational success. In this study, affective analogies are proposed as a didactic resource to foster students’ affect for chemistry learning and positive attitudes towards the physics-chemistry subject. To examine the influence of the affective analogies on it, we grouped contents of this subject into three modules (Kinetic-molecular theory; Quantum model of the atom; Chemical elements and their isotopes) and developed analogies between chemistry and music for each (affective analogies), which were then compared to homologous undifferentiated analogies (familiar analogues without affective qualities in addition) and teaching strategies without analogies. An explanatory mixed-method design was used. Data were collected through questionnaires and interviews, with a convenience sample of 147 students attending the 7th grade of a middle school music course. The results show that the affective dimension of analogies promotes positive affect for learning at much higher levels than the familiar dimension. We proposed a mechanism through which this occurs. However, if analogies are familiar, it seems that their positive affective dimension is not as important for students’ learning levels. More than interesting, analogies should perhaps be non-aversive. As for attitudes towards physics-chemistry, teaching with affective analogies is the most beneficial strategy. This results from students’ perception that this teaching approach promoted positive affect for the study of physics-chemistry, compared to undifferentiated analogies and without analogies. Furthermore, it favoured learning and achievement in physics-chemistry, compared to the absence of analogies, because without analogies it is more difficult to understand abstract or difficult concepts. © 2025 Fırtına Akademi A.Ş. All rights reserved. This article published by TUSED is released under the CC BY-NC-ND license.

Abstract <jats:p>Este artículo presenta una propuesta de secuencia didáctica dirigida a estudiantes de secundaria. Se propone la exploración de indicadores ácido-base naturales con el fin de caracterizar diferentes soluciones acuosas. Luego, los estudiantes se enfrentan a un escenario desafiante e investigativo: la adición de lejía a un refresco de cola resulta en una reacción química que también implica cambios de color. Basándose en el protocolo desarrollado, los estudiantes llevarán a cabo ensayos experimentales para determinar si el refresco de cola es un indicador ácido-base. Para explicar los resultados obtenidos, los estudiantes llevarán a cabo una investigación cuyas conclusiones llevarán a la introducción del tema de las reacciones de oxidación-reducción. Con esta propuesta se busca fomentar la participación activa de los estudiantes en la construcción de su aprendizaje a través de actividades prácticas y experimentales, utilizando materiales cotidianos para promover su autonomía y, al mismo tiempo, estimular la curiosidad científica y el desarrollo de habilidades esenciales para la educación del siglo XXI. Además, el conocimiento que este enfoque didáctico contribuye significativamente a una comprensión más profunda de los conceptos fundamentales de la Química, promoviendo reflexiones más profundas sobre su relevancia en la sociedad actual.</jats:p>

Abstract BackgroundRecent literature underscores the importance of programming in preparing students for the challenges of a technologically evolving society.PurposeThis study explores the integration of Arduino programming in a non-formal education context, considering its potential to promote interdisciplinary approaches - particularly in Physics and ICT subjects - and foster students' interest and motivation.SampleEighty Portuguese middle school students participated in the practical activity designed.Design and MethodsDuring the activity, fundamental concepts of electronics, circuits, and Arduino programming were introduced and explored. Participants completed a questionnaire regarding their interests, motivations, and experiences. The data were supplemented with field notes collected by the research team.ResultsFindings show significant student interest in exploring Arduino programming, despite facing challenges such as coding difficulties and limited familiarity with electronic components and circuits. Students expressed enthusiasm for engaging in future activities related to the topic and supported its interdisciplinary integration and they recognized its potential to improve learning outcomes and develop essential competencies and skills.ConclusionPositive indicators have emerged from this research regarding the implementation of this innovative approach, which could be transposed into a formal education context, such as Physics. This approach not only captivates students' interest but also empowers them to thrive in an ever-evolving technological landscape.

Abstract This study applies agenda-setting theory to examine how ocean-related topics are emphasized in Portuguese digital journalism. We analyze media content from three online newspapers - Expresso, P & uacute;blico, and Jornal de Neg & oacute;cios - between 2010 and 2023, focusing on themes such as deep-sea exploration and the Ocean Decade. Using text mining techniques, we identify dominant thematic priorities in media discourse, specifically the prominence of Economic, Political, Scientific, and Environmental themes. Our findings reveal a rising trend in ocean-related publications, with economic narratives being dominant, particularly in Jornal de Neg & oacute;cios, while P & uacute;blico places more emphasis on scientific and environmental discussions. The Ocean Decade is framed positively across all three outlets, whereas deep-sea mining is approached with a more cautious tone. By highlighting shifts in media emphasis, this study contributes to discussions on how journalistic coverage influences the visibility of ocean issues, reinforcing the role of the press in shaping the media agenda of environmental and scientific discourse.

Abstract This work integrates Talanquer's model of the chemical knowledge space, focusing on developing an educational animation and a virtual/augmented reality object. We designed the animation concerning bimolecular nucleophilic substitution, offering a multifaceted learning approach incorporating theoretical calculations and three-dimensional molecular modeling. This method facilitates a deeper understanding of complex chemical reactions and engages students in a more immersive and interactive learning experience. The use of advanced software like Blender 3D for 3D editing and animating, as well as Gaussian for generating accurate structures and electronic configurations, along with a well-thought-out pedagogical framework, allows for a higher level of abstraction in depicting how molecules interact. Our approach enhances the quality of the lessons and helps students gain a better understanding of chemistry's conceptual and practical aspects. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.