Artigos em revistas internacionais_ESES
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Browsing Artigos em revistas internacionais_ESES by Author "Baptista, Mónica"
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- A construção de exposições sobre controvérsias sociocientíficas: potencialidades educativas identificadas por alunosPublication . Reis, Pedro; Tinoca, Luís; Baptista, Mónica; Linhares, ElisabeteO Projeto IRRESISTIBLE teve como objetivo envolver professores, alunos e membros da comunidade na discussão sobre Investigação e Inovação Responsáveis (IIR), promovendo a construção de conhecimento sobre tópicos de investigação de ponta (e controversos) (Controvérsias Sociocientíficas - CSC) e a discussão sobre os critérios que os processos de investigação/inovação devem respeitar para serem considerados responsáveis. Este artigo apresenta resultados sobre o potencial educacional das exposições IRRESISTIBLE construídas pelos alunos sobre CSC e as suas dimensões de IIR. As exposições foram construídas pelos alunos em diferentes contextos - escolas, universidades, museus e locais públicos - e foram assumidas como uma estratégia de ativismo através da qual os alunos informaram a comunidade sobre a CSC que haviam investigado e desencadearam discussão sobre as condições necessárias para garantir práticas de IIR nessas áreas. Os dados foram obtidos por meio de entrevistas com alunos participantes de 10 países. Os resultados gerais indicam que os alunos melhoraram as suas perceções sobre as suas competências de desenvolvimento de exposições como forma de conscientizar sobre temas relacionados com ciência, tecnologia e sociedade. Esta atividade reforçou a perceção dos alunos de que nas aulas de ciências eles desenvolvem projetos socialmente relevantes e aprendem como influenciar as decisões de outros cidadãos sobre questões sociais relacionadas com ciência, tecnologia e ambiente, com o objetivo de garantir um futuro mais sustentável.
- The Impact of STEM Activities on the Interest and Aspirations in STEM Careers of 12th-Grade Portuguese Students in Science and Technology CurriculumPublication . Ribeirinha, Teresa; Baptista, Mónica; Correia, MarisaSocial cognitive career theory posits that career interests and decisions are influenced by individual, contextual, and behavioural factors. This research aims to assess the impact of Science, Technology, Engineering, and Mathematics (STEM) activities on students’ interest and aspirations in STEM careers. Additionally, the study aims to explore the critical factors that might shape students’ STEM career aspirations. The research used a quantitative approach, with pre- and post-test measures for a cohort of 191 Portuguese secondary school students, using the Career Interest Questionnaire (CIQ). The results showed that STEM activities increased the intentions of non-STEM students to pursue educational opportunities that could potentially lead to a scientific career. Males, in contrast to females, showed a significant increase in their intentions to pursue educational opportunities that could eventually lead to a scientific career. Furthermore, gender along with the personal goals and positive perceptions of STEM careers were identified as significant predictors of the students’ STEM career aspirations. These results highlight the critical role of STEM education in developing and sustaining students’ interest in STEM careers. Integrated STEM activities should be developed in the early stages of education to enhance students’ confidence in STEM and mitigate the gender gap.
- Investigating the Impact of STEM Inquiry-Based Learning Activities on Secondary School Student’s STEM Career Interests: A Gender-Based Analysis Using the Social Cognitive Career FrameworkPublication . Ribeirinha, Teresa; Baptista, Mónica; Correia, MarisaGender disparity within science, technology, engineering, and mathematics (STEM) fields is a persistent global issue, with women being consistently underrepresented. Recent research indicates that inquiry-based practices may enhance students’ interest in STEM careers and challenge genderrelated STEM stereotypes. The aim of this study is to evaluate the impact of STEM inquiry-based learning activities on students’ interest in STEM careers, as well as on the social cognitive career theory (SCCT) dimensions (self-efficacy, personal goals, outcome expectations, interests, contextual support, and personal inputs), with a specific focus on gender. A quantitative approach was employed, whereby pre- and post-test measures were administered to a cohort of 190 Portuguese secondary school students, using the STEM Career Interest Survey. The results showed that, while the STEM inquiry-based learning activities did not alter the gender-based patterns of interest in STEM subjects and careers, they did contribute to a significant increase in students’ interest in these areas. It was found that these activities were particularly effective in promoting female students’ interest in STEM careers. A significant increase was observed in all SCCT dimensions, particularly in engineering, for female students. Additionally, no gender disparities were observed in self-efficacy in STEM areas. The results suggest that STEM inquiry-based learning activities are an effective approach to building students’ confidence in STEM fields and stimulating their interest in STEM careers. This study reinforces the importance of inquiry-based practices in promoting a more equitable STEM education landscape.
- The effects of a stem approach on pre-service elementary teachers’ subject matter knowledge about soundPublication . Correia, Marisa; Baptista, MónicaBackground: STEM education has been in focus in recent years given its innumerable potential for developing diverse skills and encouraging the pursuit of careers in the STEM areas. In this way, since initial training, it is crucial to create conditions for preservice teachers (PSTs) in STEM experiences that encourage the development of their subject matter knowledge (SMK). Objectives: This study aims to examine the effects of STEM activities centred on inquiry-based learning on PSTs’ SMK about sound phenomena and concepts. Design: This is a qualitative and interpretative study. Setting and Participants: The participants are nine preservice teachers studying in a Portuguese higher education institution. Data collection and analysis: Two data collection methods were used: (i) students’ productions developed through six STEM activities that included sound-related concepts, such as sound vibration, wave, transmission, velocity, and loudness and (ii) field notes. To analyse the data, we used an inductive strategy of content analysis. Results: Results revealed that the preservice teachers initially misconceived sound and had their subject matter knowledge improved after the activities. Conclusions: STEM approach favoured an active involvement of PSTs in their learning, connecting contents to real-life situations.
- The Impact of STEM Activities on the Interest and Aspirations in STEM Careers of 12th-grade portuguese students in science and technology curriculumPublication . Ribeirinha, Teresa; Baptista, Mónica; Correia, MarisaSocial cognitive career theory posits that career interests and decisions are influenced by individual, contextual, and behavioural factors. This research aims to assess the impact of Science, Technology, Engineering, and Mathematics (STEM) activities on students’ interest and aspirations in STEM careers. Additionally, the study aims to explore the critical factors that might shape students’ STEM career aspirations. The research used a quantitative approach, with pre- and post-test measures for a cohort of 191 Portuguese secondary school students, using the Career Interest Questionnaire (CIQ). The results showed that STEM activities increased the intentions of non-STEM students to pursue educational opportunities that could potentially lead to a scientific career. Males, in contrast to females, showed a significant increase in their intentions to pursue educational opportunities that could eventually lead to a scientific career. Furthermore, gender along with the personal goals and positive perceptions of STEM careers were identified as significant predictors of the students’ STEM career aspirations. These results highlight the critical role of STEM education in developing and sustaining students’ interest in STEM careers. Integrated STEM activities should be developed in the early stages of education to enhance students’ confidence in STEM and mitigate the gender gap.
- The impact of student-curated exhibitions about socio-scientific issues on students’ perceptions regarding their competences and the science classesPublication . Reis, Pedro; Tinoca, Luís; Baptista, Mónica; Linhares, ElisabeteThe IRRESISTIBLE Project (FP7, Grant 612367) had the aim of involving teachers, students, and the public in the discussion on Responsible Research and Innovation (RRI), promoting both the construction of knowledge on cutting-edge (and controversial) research topics and the discussion about the criteria that these research/innovation processes should respect in order to be considered as responsible. These criteria also represent a strong contribution to a more sustainable future for all. This quantitative research evaluates the impact of IRRESISTIBLE’s student-curated exhibitions–about the RRI dimensions of cutting-edge research topics (socio-scientific issues)–on students’ perceptions regarding their scientific competences and the science classes. A pre- and post-test questionnaire was developed, validated, and applied to students from 10 countries. The overall results of the statistical analysis indicate that students improved their perceptions regarding their competences in developing exhibitions in science classes as a way of creating awareness on topics relating to science, technology, and society. This activity reinforced students’ perceptions that in science classes they: (a) discuss current issues and how they impact their lives; (b) develop socially relevant projects; and (c) learn how to influence other citizens’ decisions about social issues related to science, technology, and the environment with the aim of assuring a more sustainable future.