http://hdl.handle.net/10451/2879 2013-05-23T13:58:30Z 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/10451/4706 Title: Criação de Podcasts no Jardim de Infância e no 1.º Ciclo do Ensino Básico Authors: Marques, Cidália; Reis, Pedro Abstract: O Podcast é uma ferramenta da Web 2.0 que permite a criação de programas de áudio e a sua partilha através da Internet. Quando publicados em blogs ou sítios de comunidades educativas, permite a criação de redes de comunicação e interacção entre criadores e ouvintes. O presente artigo reflecte sobre as potencialidades e as limitações da utilização do podcast no Pré-escolari e no 1.º Ciclo do Ensino Básico a partir da análise de uma experiência realizada com educadores, professores e crianças do Agrupamento Fernando Casimiro Pereira da Silva em Rio Maior, Portugal. A experiência realizada, integrada num processo de investigação-acção, envolveu uma fase inicial de formação de professores e educadores, seguida de uma fase intermédia de criação e publicação de podcasts e de uma fase final de avaliação do processo. Como principais resultados destacam-se os impactos da criação de podcasts no reforço da motivação para a leitura e a escrita nos alunos do 1.º Ciclo do Ensino Básico e na melhoria da expressão oral nas crianças do Pré-Escolar. 2011-01-01T00:00:00Z http://hdl.handle.net/10451/4620 Title: Do predators always win? Starfish versus limpets. A hands-on activity examining predator-prey interaction Authors: Faria, Cláudia; Boaventura, Diana; Galvão, Cecília; Chagas, Isabel Abstract: In this article we propose a hands-on experimental activity about predator–prey interactions that can be performed both in a research laboratory and in the classroom. The activity, which engages students in a real scientific experiment, can be explored not only to improve students’ understanding about the diversity of anti-predator behaviours but also to promote their understanding about the various stages of experimental scientific procedures, such as the definition of a research problem, the statement of testable hypotheses, designing the experiments and drawing conclusions based on the evidence. 2011-09-01T00:00:00Z