Publications

Abstract The active participation of citizens in scientific research, through citizen science, has been proven successful. However, knowledge on the potential of citizen science within formal chemistry learning, at the conceptual and procedural levels, remains insufficiently explored. We developed a citizen science project - PVC: Perceiving the Value of Chemistry behind water and microplastics - which sought to involve students in monitoring the physicochemical parameters of coastal water quality, through the detection of microplastics in these waters, in addition to the qualitative identification of plastic contaminants on beaches. The project was conducted throughout the 2018/2019 school year and involved 442 middle school students (Key Stage 3 (KS3) aged 12-14, in Portuguese schools) and 9 chemistry teachers, in the northern coastal region of Portugal. The data on learning outcomes was collected through knowledge tests, applied after project conclusion, and was then compared to data collected up to six months later (retention test). In addition, interviews were conducted with participants, and researchers' field notes were recorded and analyzed. Data analysis suggests the PVC project promoted conceptual chemistry learning related to the analysis of physicochemical water parameters (pH, temperature, turbidity, salinity, nitrate and nitrite concentrations and dissolved oxygen), as well as polymers (polymer types, formation and structure). A positive knowledge retention was registered a few months after the project conclusion. At a process level, participants learned laboratory techniques (sieving, gravity and reduced pressure filtrations and crystallization) and the handling of laboratory materials. Furthermore, teachers recognized that their students' participation in the PVC project fostered the development of their argumentation skills, as well as their reflexive and critical thinking skills. The ability to communicate ideas and results, along with the development of students' digital skills, was also mentioned.

Abstract The promotion of positive attitudes towards science is an important goal of science education. This research aimed to identify students' attitudes towards science and whether their participation within a citizen science project has contributed to positive attitudinal changes. So, an attitudinal scale was developed, validated, and applied (as a pre and post-test) to 574 students aged between 12 and 14 years old. Positive attitudes towards science were recorded from the outset among children of both groups. Students' participation within the experimental group enhanced relevant positive attitudinal changes at the level of the critical analysis dimension, related to the perception of skills development such as questioning or critical thinking. Furthermore, positive attitudinal changes were achieved within the affinity dimension, related to perceived self-efficacy and appreciation of science and science classes. Positive attitudinal changes towards science among students indicate that citizen science contributes to enhance affective and attitudinal domains of their scientific literacy.

Abstract Contextualized and socially relevant hands-on activities are an effective way to promote students' involvement in the construction of knowledge. Considering the UN's 2030 Agenda for Sustainable Development, the preservation of water resources is crucial for the sustainable development of a country. Therefore, the PVC project was implemented in the context of water quality monitoring. There were 440 students and 9 chemistry teachers involved. A low-cost portable pedagogical kit was developed in order to determine the temperature, turbidity, pH, concentration of nitrates and nitrites, percentage of dissolved oxygen, salinity, and presence of microplastics in coastal water samples. The results indicate that the hands-on activities have contributed to the learning of chemical contents related to water quality parameters. Finally, the commitment, motivation, and autonomy of the participating students should be highlighted.

Abstract A storytelling approach has been seen as a powerful way to teach science and arouse interest and promote positive attitudes toward learning science in the early years. The purpose of our study was to determine how middle school students - Key Stage 3 (KS3) aged 12-14 in Portuguese schools - experienced learning chemistry through storytelling and how they, in turn, experienced creating stories using a storytelling approach with pre-school children. We aimed to perceive the appropriation of concepts of chemistry by the pre-school children through their drawings, the results collected during the pedagogical intervention and the recordings of the discussions between the pre-school children, the students and the pre-school teachers. The KS3 students were also given a self-assessment questionnaire as a way of assessing the pedagogical dynamics and the drive and motivation to learn chemistry. The study involved 53 children: 16 from KS3 and 37 from pre-school. The intervention took place during the KS3 students' chemistry classes and during the pre-schoolers' storytelling moment, a weekly 1 hour activity that took place at their kindergarten. We found that the use of a storytelling approach complemented with hands-on activities, as a strategy to teach acid-base content to KS3 students, contributed to their learning. Moreover, it was an important experience, which motivated them to write their stories and to prepare the activities for the pre-schoolers. We also found that the interaction of the older students with the pre-schoolers was profitable for both parts, since this type of activity promotes the acquisition of knowledge. During the storytelling moment and the hands-on activities with the pre-schoolers, we were able to witness that the younger students understood the concepts, enjoyed the interaction and felt captivated to learn science, through the questions they posed, the informal conversations and the drawings they made. This study showed us that the use of stories and hands-on activities is an effective strategy in motivating young people to learn chemistry.

Abstract Exploring chemistry through its presence in the literature in general, and poetry in particular, may increase students' curiosity, may enhance several basic skills, such as writing, reading comprehension and argumentative skills, as well as may improve the understanding of the chemistry topics covered. Nevertheless, the pedagogical potential of the link between poetry and chemistry has not yet been fully explored in school. This article describes a study during which a teaching strategy was used with pre-university students of introductory chemistry in order to explore the topics atomic radius and ionization energy by resorting to a poem about alkali metals. The study resulted in new poems and cartoons of chemical elements created by the students, which, together with the results of a questionnaire survey, were positive indicators of the impact of poetry in the motivation and learning of the chemistry topics explored. While the students showed some difficulties interpreting the poem, they considered that teaching chemistry with poetry is a motivating strategy that should be used more often, and that it enhances the students' engagement in the construction of significant learning.

Abstract The aim of the present work was to evaluate, at microcosm level, the capacity of constructed wetlands (CWs) to remove veterinary pharmaceutical compounds, from wastewater. Results indicated that CWs have potential to mitigate the release of veterinary drugs, namely enrofloxacin (ENR, a fluoroquinolone) and tetracycline (TET, tetracyclines family). Removal efficiencies of 94% and 98% where achieved for TET and ENR, respectively, when treating pigfarm wastewater effluent doped at 100 mu g L-1 drug level, along twelve weeks. Occurrence of adsorption of the drugs to CWs substrate may be the predominant mechanism for ENR, although for TET there are signs that degradation is also occurring.