http://hdl.handle.net/10451/2860 2013-05-22T15:22:14Z http://hdl.handle.net/10451/7101 Title: Students at risk of dropping out: How to promote their engagement with school science? Authors: Faria, Cláudia; Freire, Sofia; Galvão, Cecília; Reis, Pedro; Baptista, Mónica Abstract: The goal of this study was to understand which factors, related to school science, can interfere with engagement of students-at-risk-of-dropping-out with school science and to know what kind of activities and teaching strategies are adequate to these students. This case-study involved a chemistry-teacher and ten male students. Data was based on teacher’s interview, teacher's and students' notes regarding activities implementation and students’ questionnaires. Results show that linking science with society by means of practical activities – that are student centred and require agency, autonomy, and the mobilization of complex competencies – facilitated the students’ engagement with school science. 2012-03-01T00:00:00Z http://hdl.handle.net/10451/5302 Title: Student Perceptions of Secondary Science Teachers’ Practices Following Curricular Change Authors: Carvalho, Carolina; Freire, Sofia; Conboy, Joseph; Baptista, Mónica; Freire, Ana; Azevedo, Mário; Oliveira, Teresa Abstract: Inquiry-based teaching has emerged as a highly valued strategy in science education. In Portugal, the science curriculum has been redesigned in order to promote such teaching. This implies substantial change in teacher practice. It is therefore important to understand students’ perceptions of teacher practice. Aim: In this study, we describe student perception of teacher practices and look for associations between the perceptions and student motivation. Method: Three low-achieving, secondary-level science classes were studied. Motivation was measured by two scales (Intrinsic and Extrinsic); Perceptions were measured in four dimensions. Results: Significant associations (p < .05) were observed between intrinsic motivation and (a) Perception of the use of Laboratory Work; (b) Perception of Science-Technology-Society and (c) Perceived Student Autonomy. No association was noted between intrinsic motivation and the Perception of Teacher as Facilitator. Conclusions: Results are generally consistent with previous literature. Teacher professional development lags behind curricular change. Teachers require new conceptions of assessment. 2011-01-01T00:00:00Z http://hdl.handle.net/10451/4708 Title: Observação de aulas e avaliação do desempenho docente Authors: Reis, Pedro Abstract: Este trabalho, de apoio ao processo de avaliação do desempenho docente, discute a importância da observação de aulas no desenvolvimento profissional de professores e as funções e potencialidades das diferentes fases do ciclo supervisivo centrado na prática de sala de aula. Apresenta um conjunto de sugestões abordagens, metodologias e instrumentos) destinado a estimular a reflexão sobre as práticas de sala de aula. Os diferentes instrumentos de orientação e registo incluídos neste trabalho pretendem apoiar a comunidade educativa na construção de instrumentos de observação adequados a contextos e finalidades específicos. O sucesso de uma observação de aula baseia-se na selecção e na adaptação rigorosas dos instrumentos de acordo com o contexto, as fases do ciclo de supervisão, o foco da observação e as necessidades específicas de cada professor. 2011-06-01T00:00:00Z http://hdl.handle.net/10451/4707 Title: Análise e discussão de situações de docência Authors: Reis, Pedro Abstract: Nesta brochura, de apoio à da 3.ª sessão de formação do “Processo de Supervisão, Acompanhamento e Avaliação do Período Probatório de Professores”, abordam-se as funções das diferentes fases do ciclo supervisivo centrado na prática de sala de aula e apresenta-se um conjunto de sugestões e boas práticas para a implementação de cada dessas fases. 2010-06-01T00:00:00Z