Artigos em revistas internacionais_ESES
Permanent URI for this collection
Browse
Recent Submissions
- 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 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.
- Dignidad para la calidad de vida y educacionPublication . Galinha, Sónia Maria Gomes Alexandre; Calvo, Sonia; Duarte, SusanaLa intervención de un equipo multidisciplinario en un contexto de educación ha demostrado ser, según la literatura, un valor agregado en la prevención, detección y creación de estrategias de apoyo a personas que, en algún momento de su trayectoria escolar, extraescolar o a lo largo de su vida, requieren de un apoyo específico. Además la Educación tiene como objetivo proporcionar una educación de calidad, reduciendo las desigualdades; fomentar ciudades y comunidades sostenibles; y asociaciones para implementar los objetivos recomendados por la ONU.
- La percepción de los niños sobre el conocimiento y el cumplimiento de sus derechos: el papel colaborativoPublication . Galinha, Sónia Maria Gomes Alexandre; Espinho, Helena; Carvalho, OliviaTomando como marco el contexto de mediación para equipos de profesionales del área social, el estudio parte de la premisa de que los Derechos del Niño contenidos en la Convención sobre los Derechos del Niño (CDC) deben ser conocidos por los propios educadores y por los educadores más directos. Nuestro objetivo es presentar datos parciales de un estudio realizado en Portugal sobre la comprensión de los derechos humanos por parte de los jóvenes, en una muestra por conveniencia. Los datos muestran que la mayoría conoce sus derechos y estos generalmente se cumplen, sin embargo es importante continuar el trabajo para proteger a los jóvenes. Se encontró que en relación a la percepción de sus propios derechos, sólo el 46,96% de los participantes afirmó que ya conocía el CDC a través de su escuela. Creemos que el diagnóstico y la intervención social deben ocupar un lugar destacado, por los factores positivos que conlleva.
- The rights of the child: knowledge and compliancePublication . Carvalho, Olivia; Borges, Ana; Galinha, Sónia Maria Gomes AlexandreThe Convention on the Rights of the Child - CRC -, adopted by the General Assembly of the United Nations – UN – on November 20, 1989, ratified by Portugal on September 21, 1990 Was a significant milestone in safeguarding and promoting children's rights throughout history. It is therefore essential that all those involved in civil society as a whole, encompassing the political sphere, and particularly entrusted with the direct responsibility of educating children, take every conceivable measures to ensure that these rights are guaranteed.
- 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.
- Perceções de estudantes do ensino secundário sobre o modelo flipped classroom em contexto onlinePublication . Ribeirinha, Teresa; Correia, Marisa; Silva, BentoDurante a pandemia, o modelo flipped classroom (MFC) totalmente online constituiu-se como uma alternativa ao MFC híbrido. Para avaliar a adequação do MFC ao contexto online, desenvolveu-se um ciclo de investigação-ação com estudantes do ensino secundário português que conjugou aulas assíncronas com aulas síncronas. A configuração das aulas teve por base o modelo dos 5E: Engage, Explore, Explain, Elaborate e Evaluate. Os dados foram recolhidos através de um questionário e das interações dos estudantes nas atividades síncronas. Os resultados mostram que as aulas assíncronas despertaram o interesse dos estudantes pelo tema (Engage), permitindo-lhes adquirir uma compreensão inicial do tema (Explore) e demonstrar a aprendizagem adquirida (Explain). As aulas síncronas destacaram o papel ativo dos estudantes na resolução de problemas complexos em grupo e a ampliação das aprendizagens autónomas (Elaborate e Evaluate). Porém, no processo de ampliação das aprendizagens os estudantes apoiaram-se mais no feedback imediato do docente do que propriamente nos colegas de grupo. Os resultados do estudo confirmam que o MFC se adequa ao contexto online, promove a personalização das aprendizagens e o desenvolvimento da autonomia dos estudantes.
- Innovative learning environments: a learning experience with in-service teachersPublication . Correia, Marisa; Cavadas, BentoThe challenges of modern society have led educators to reconceptualize formal learning spaces, into flexible spaces, imbued with technologies and active methodologies. To achieve this goal, a course was developed in an in-service teacher education Master program to support teachers in developing learning scenarios for innovative learning environments (ILEs). The aims of the current study are to understand the impact of this course on teachers’ preparation to create learning scenarios appropriate for ILEs, and on teachers’ perspectives about the potential benefits and challenges of ILEs. Twelve in-service teachers enrolled in the Master program participated in the study. Data collection included teachers’ assignments, learning scenarios and a survey. Results showed that developing learning scenarios had a positive influence on teachers’ perspectives toward ILEs. Specifically, the participants revealed that they had developed skills to elaborate, implement and assess learning scenarios in ILE; and to reflect on the contribution of ILEs to teaching innovation, to curricular management and to teachers’ practices. Moreover, the course improved their awareness about the importance of interdisciplinarity and teacher collaboration. These findings suggest that the skills developed by the teachers during the course could be mobilized for their practice due to their willingness to innovate in their schools.
- Outdoor STEAM Education: opportunities and challengesPublication . Correia, Marisa; Ribeirinha, Teresa; Paz-Beirante, David; Santos, Raquel; Simões Dias, Isabel; Luís, Helena; Catela, David; Galinha, Sónia Maria Gomes Alexandre; Serrão-Arrais, Ana; Portelada, António; Pinto, Paula; Simões, Vera; Ferreira, Maria Regina; Franco, Susana; Clara Martins, MariaThere is a consensus that students should be involved in interdisciplinary activities that promote a solid education in STEAM subjects from an early age. The outdoor settings of schools present an advantageous context for STEAM education, allowing for a myriad of learning experiences. To understand how teachers perceive the pedagogical use of the school’s outdoor space, a study was carried out in a cluster of schools in a Portuguese city, including one middle school and 10 kindergarten and elementary schools. A mixed methods approach was used, combining a questionnaire for teachers (N = 49) with interviews (N = 8). The results indicate that teachers’ perceptions of the characteristics of their school’s outdoor spaces either facilitate or hinder the implementation of outdoor pedagogical activities. Most teachers concur that the outdoors provides contact with nature and encourages interdisciplinary and collaborative activities. However, the teachers surveyed admit to using the school’s outdoor spaces only occasionally, and this use decreases as the educational level at which they teach increases. The most common use of outdoor spaces is for physical and motor activities, promoting the well-being of children and youth. Although interdisciplinary activities in outdoor spaces are recognised, their implementation is limited and hampered by factors such as the length of curricula and the lack of training for teachers in these approaches. In this sense, there is an urgent need to train teachers in the interdisciplinary use of outdoor spaces to promote a solid education in STEAM subjects.
- Evolution in European and Israeli school curricula – a comparative analysisPublication . Mavrikaki, Evangelia; Realdon, Giulia; Aivelo, Tuomas; Bajrami, Ani; Dilek Bakanay, Çiçek; Beniermann, Anna; Blagojević, Jelena; Butkeviciene, Egle; Cavadas, Bento; Cossu, Costantina; Cvetković, Dragana; Drobniak, Szymon M.; Özgür Durmuş, Zelal; Marta Dvořáková, Radka; Eens, Marcel; Eret, Esra; Eroglu, Seckin; Anna Gazda, Małgorzata; Georgiou, Martha; Gostling, Neil J.; Gregorčič, Tanja; Janštová, Vanda; Jenkins, Tania; Kervinen, Anttoni; Korfiatis, Konstantinos; Kuschmierz, Paul; Lendvai, Ádám Z.; de Lima, Joelyn; Miri, Fundime; Nogueira, Teresa; Panayides, Andreas; Paolucci, Sylvia; Papadopoulou, Penelope; Pessoa, Patrícia; Pinxten, Rianne; Rios Rocha, Joana; Fernández Sánchez, Andrea; Siani, Merav; Sokoli, Elvisa; Sousa, Bruno; Stasinakis, Panagiotis K.; Torkar, Gregor; Valackiene, Asta; Varga, Máté; Vázquez Ben, Lucía; Yarden, Anat; Sá-Pinto, XanaThe contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.