Publications

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 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 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.

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 This study examines the impact of a Science-Technology-Society-Environment (STSE) educational intervention on the teaching of acid-base reactions to 11th-grade students (n = 17). The didactic sequence combined laboratory experiments, real-data analysis, and an interdisciplinary role-play debate, designed to connect chemical concepts with pressing socio-environmental challenges such as ocean acidification, acid rain, and acid mine drainage. Data collection included a pre- and post-test on environmental awareness and semi-structured interviews, enabling the assessment of both conceptual learning and attitudinal change. Significant conceptual gains were observed, with five of eleven test items reaching a normalized Hake gain >= 0.70, alongside increased environmental awareness. Qualitative findings further revealed that students valued the real-world context and interdisciplinary integration, reporting enhanced motivation, civic responsibility, and a more meaningful engagement with science. Overall, the results suggest that STSE-based chemistry instruction not only strengthens students' understanding of acid-base equilibria but also fosters sustainability competencies essential for responsible and informed citizenship in the 21st century.