Showing: 10 from total: 50 publications
1. Citizen Science in Promoting Chemical-Environmental Awareness of Students in the Context of Marine Pollution by (Micro)Plastics
Araújo, JL ; Morais, C ; Paiva, JC
in REVISTA ELECTRONICA EDUCARE, 2023, ISSN: 1409-4258,  Volume: 27, 
Article,  Indexed in: authenticus, crossref, scopus, unpaywall, wos 
Abstract Objective. To evaluate how the tasks carried out by the students in the scope of the PVC educational citizen science project for monitoring the quality of coastal waters contributed to raising their awareness of the problems of marine litter, in particular, the pollution of the ocean by plastics and microplastics, and the importance of chemistry in society. Methods. The project stage here presented consisted of six asynchronous tasks, conducted with digital mediation through the Moodle platform. The project took place in the 2018/2019 school year and involved 442 students and nine chemistry teachers from a middle school in the northern coastal region of Portugal. Data on the impact on students' awareness of the contexts considered were collected from the outputs the students produced in each task. The data were analyzed using the content analysis technique. Discussion. From this analysis emerged indicators of the PVC project's positive contribution to raising students' awareness of the pollution of marine environments by (micro)plastics, as well as raising awareness of the role of chemistry in society. The students expressed positive opinions toward this science and recognized its links with other areas of science and technology. Conclusion. Thus, it was found that citizen science projects significantly promote students' awareness of chemical-environmental subjects by exploring current and relevant contexts.

2. Students' attitudes towards the environment and marine litter in the context of a coastal water quality educational citizen science project
Araújo, JL ; Morais, C ; Paiva, JC
in AUSTRALIAN JOURNAL OF ENVIRONMENTAL EDUCATION, 2023, ISSN: 0814-0626,  Volume: 39, 
Article in Press,  Indexed in: crossref, scopus, unpaywall, wos 
Abstract This research focus on the evaluation of the impact on students' attitudes towards the environment, fostered by their involvement in an educational citizen science project related to the monitoring of physicochemical properties and the detection of (micro)plastics in Portuguese coastal waters. We developed an attitude scale, comprising four dimensions (Collective, Personal, Recycling and Reuse and Microplastics), which was applied, as a pre-test and post-test, to 574 middle school students (aged 12-14): 442 in the experimental group and 132 in the control group. Initially, based on pre-test results, both groups revealed positive attitudes. In the experimental group, the post-test results revealed that significantly positive attitude changes were promoted in all dimensions, whereas, in the control group, this occurred only in the Personal dimension. The control group also exhibited significantly negative attitude changes in the collective dimension. Students' engagement in sustainability-related citizen science projects can enhance environmentally literate society.

3. More than a Common Place: A Social Representations Approach to the Internet
Moreira, L ; Sarrica, M ; Morais, C ; Paiva, JC
in PAPERS ON SOCIAL REPRESENTATIONS, 2023, ISSN: 1021-5573,  Volume: 32, 
Article,  Indexed in: scopus, wos 
P-00Y-WS1
Abstract This study aimed to investigate the commonsense knowledge about the Internet and its relationship with social groupings from the perspective of social representations theory. We surveyed 1013 participants (students, teachers, and guardians) from three schools, using the ranked association technique, the General Internet Attitudes Scale, and the Web-Use Skill Measure Index. We conducted a correspondence analysis on the data. Results showed that the representation of the Internet is associated with different social groupings, being organized along a media-message axis and a personal-social axis. While students, participants with lower education levels and participants with positive attitudes toward the Internet have a personal media usage representation, teachers and participants with higher education levels showed a greater focus on the social message. This study is significant because it shows that the Internet - as a social object - is not consensual. This suggests a connection between the social representations of the Internet and social identity that future research should explore to better understand and bridge the digital divide.

4. Science-Religion Dialogue in Education: Religion Teachers' Perceptions in a Roman-Catholic Context
Paiva, JC ; Rosa, M ; Moreira, JR ; Morais, C ; Moreira, L
in RESEARCH IN SCIENCE EDUCATION, 2022, ISSN: 0157-244X,  Volume: 52, 
Article,  Indexed in: authenticus, crossref, scopus, wos 
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.

5. Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry
Araujo, JL ; Morais, C ; Paiva, JC
in CHEMISTRY EDUCATION RESEARCH AND PRACTICE, 2022, ISSN: 1109-4028,  Volume: 23, 
Article,  Indexed in: crossref, scopus, unpaywall, wos 
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.

6. STUDENTS' ATTITUDES TOWARDS SCIENCE: THE CONTRIBUTION OF A CITIZEN SCIENCE PROJECT FOR MONITORING COASTAL WATER QUALITY AND (MICRO)PLASTICS
Araujo, JL ; Morais, C ; Paiva, JC
in JOURNAL OF BALTIC SCIENCE EDUCATION, 2021, ISSN: 1648-3898,  Volume: 20, 
Article,  Indexed in: crossref, scopus, wos 
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.

7. The Social Representations of the Internet: A Systematic Review of Literature Towards a Groundbreaking Research Agenda
Moreira, L ; Paiva, JC ; Morais, C
in PAPERS ON SOCIAL REPRESENTATIONS, 2021, ISSN: 1021-5573,  Volume: 30, 
Review,  Indexed in: scopus, wos 
P-00V-7YW
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.

8. Developing and Implementing a Low-Cost, Portable Pedagogical Kit to Foster Students' Water Quality Awareness and Engagement by Sampling Coastal Waters and Analyzing Physicochemical Properties
Araujo, JL ; Morais, C ; Paiva, JC
in JOURNAL OF CHEMICAL EDUCATION, 2020, ISSN: 0021-9584,  Volume: 97, 
Article,  Indexed in: crossref, scopus, wos 
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.

9. I SEA PROJECT: CHALLENGES FROM SCIENCE COMMUNICATION AND EVALUATION METHODS USING VIRTUAL REALITY IN NON-FORMAL CONTEXTS
Morais, C ; Paiva, JC ; Moreira, L ; Aguiar, T ; Teixeira, A
in 12TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2019), 2019, ISSN: 2340-1095, 
Proceedings Paper,  Indexed in: crossref, wos 
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.

10. LEVERAGING EDUCATIONAL SOFTWARE WITH EXPLORATION GUIDES IN HIGHER ARTS EDUCATION: THE VIDEOLAB SIMULATION CASE STUDY
Morais, E ; Morais, C ; Paiva, JC
in Education and New Developments 2019, 2019,
Proceedings Paper,  Indexed in: crossref, unpaywall