Publications

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 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 <jats:p>Objetivo. Avaliar de que modo as tarefas desenvolvidas pelos alunos no âmbito do projeto educacional de ciência cidadã PVC de monitorização da qualidade das águas costeiras contribuíram para a promoção da sua consciencialização para a problemática do lixo marinho, em particular, da poluição do oceano por plásticos e por microplásticos e para a importância da Química na sociedade. Metodologia. A etapa do projeto que aqui se apresenta era constituída por um conjunto de seis tarefas assíncronas, realizadas com mediação digital através da plataforma Moodle que decorreu durante o ano letivo 2018/2019 e envolveu 442 alunos e nove professores do 3.º Ciclo do Ensino Básico da região norte litoral de Portugal. Dados sobre o impacto na consciencialização dos alunos para os contextos abordados foram recolhidos a partir dos registos elaborados pelos alunos em cada tarefa, e foram, posteriormente, analisados com recurso à técnica de análise de conteúdo. Discussão. Da análise destes resultados emergiram indicadores do contributo positivo do projeto PVC na consciencialização dos alunos para a poluição dos ambientes marinhos por (micro)plásticos bem como na sensibilização para o papel da Química na sociedade, tendo os alunos demonstrado opiniões positivas face a esta ciência e reconhecido as suas inter-relações com outras áreas da ciência e da tecnologia. Conclusão. Constatou-se assim que, através da exploração de contextos atuais e relevantes, que os projetos de ciência cidadã apresentam um grande potencial na promoção da sensibilização dos alunos para as temáticas químico-ambientais.</jats:p>

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 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 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 This study aimed at assessing the learning effects of different ways of integrating digital educational resources in chemistry education. The alternative hypothesis is that digital educational resources contribute more effectively for students’ learning than pen-and-paper consolidation worksheets. A sample of 61 students participated in a pretest-posttest quasi-experimental design with four conditions (control, and three digital-based approaches: Outside the classroom individual approach, inside the classroom individual approach, inside the classroom group approach). Three digital educational resources were developed to address three chemistry themes (particle motion, gas pressure, and electric current through a solution). Results revealed that the inside the classroom individual digital-based approach and the outside the classroom individual digital-based approach were more effective in helping students to perform better, thus partially supporting the alternative hypothesis. The study contributed for the progress of the state of the art by drawing our attention to the plethora of phenomena around the use of computer-based technologies in education, in particular, highlighting the need to consider carefully the resources and pedagogical strategies underpinning one-to-one computing. © Springer Nature Switzerland AG 2019.

Abstract In formal education, evaluation is often an intrinsic part of learning. However, in non-formal contexts, such as science centers and museums, evaluation methods are usually invasive and conflicting with visitors' agendas. The I SEA project - a science communication project - intends to develop an immersive virtual reality experience (VRE - I SEA), combining science communication and its evaluation in the same experience, becomes a meaningful procedure for both visitors and institutions. The VRE - I SEA will be hosted at two Portuguese science centers (Planetarium and Expolab). Fieldwork on these centers was developed with the following goals: characterizing each center (i.e., mission, public, models of science communication), perceiving expectations and conditions for integrating the VRE - I SEA, acknowledging experience with virtual reality (VR), and learning their vision about communicating deep seas ecosystems contents. An interview script was developed to cover these themes. Two researchers visited both centers, interviewing a total of 10 intervenients (5 percent), among stakeholders, staff members, and visitors. Data were analyzed with NVivo and cross-compared to participant observation, field notes, and audiovisual records. Results point out different visions concerning the integration of the VRE - I SEA. In the Planetarium, a science center focused on space - astronomy contents, in Porto, most participants identified common characteristics in space and deep seas ecosystems exploration and between the immersiveness of the Planetarium's sessions and the technology to be used in the VRE - I SEA. In Expolab, an Azorean science and technology center, the location was one of the main themes referred by the interviewed when discussing deep-sea ecosystems. In addition, VR is familiar to this center, as Expolab provides VR applications to several science subjects. As for science communication, the analysis of the interviews and the activities available at the time of the visits show a prevalence of a deficit and a contextual model. In fact, personnel from both centers highlight the public's search for contact with the experts and the development of the public's scientific literacy as key points in their mission. Inferring from the viewpoints of the interviewees, what distinguishes science centers from formal education is exactly the absence of systematic evaluation. In addition, science evaluation is sometimes confounded as feedback, which neither of the centers seems to have implemented in a systematic manner. However, there are several attempts for public dialogue (through interactions at the end of science sessions) and obtaining of informal feedback. In sum, the centers' flexibility in integrating and justifying a new theme of deep-sea ecosystems is remarkable, however, considering that one of the I SEA project's purpose is to incorporate a method for science communication evaluation in non-formal contexts, these results lead us to challenge the current communication models in both centers. The I SEA project leads us to rethink the purpose of science communication evaluation, through the development of non-invasive methods, with benefits for both science centers and visitors. Also, the integration of science communication evaluation into the science communication channels may present an essential component towards a more dialogical communication model for science centers, replicable in other non-formal contexts such as museums.

Abstract Approximately half the students enrolled in the many arts and design undergraduate programmes offered by Portuguese public higher education institutions will learn or have an opportunity to learn about computer programming while taking their degree. A preliminary study to assess those students' attitudes and opinions towards the subject of programming was conducted using an online survey based on Unified Theory of Acceptance and Use of Technology (UTAUT). An opportunity sample of 187 students participated, and 41.2% reported proficiency in some form of computer programming, 35.8% reported to be currently learning, and only 23% reported no knowledge of the subject. Expectations of utility, effortlessness and peer approval were found to positively correlate with students' intention to program or, in the case of students without such knowledge, an intention to learn computer programming. Students currently learning to code reported greater anxiety about the subject overall, and those reporting greater anxiety had the least intention to program in the future. Female students were also more likely to ascribe greater anxiety to the perspective of programming computers, as did younger students in general. Mitigating anxiety thus presents a challenge to educators engaged with computer programming, alongside adapting syllabi and pedagogies as to reduce the gender imbalance in programming acceptance and use.