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- 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.
- Perspetivas de Futuros Professores do 1.º Ciclo sobre a Educação STEAMPublication . Correia, Marisa; Clara Martins, MariaA necessidade de estimular os jovens a prosseguir carreiras em áreas STEM, para fazer face a importantes desafios da nossa sociedade, tem conduzido a um crescente interesse por abordagens educativas que contemplem a articulação entre estas áreas. Contudo, a operacionalização desta abordagem integradora nas escolas apresenta inúmeras dificuldades, a começar pela falta de preparação dos professores. Neste sentido, procurou-se analisar as perspetivas dos futuros professores do 1.º Ciclo do Ensino Básico acerca das potencialidades da abordagem pedagógica integradora das STEAM. Para o efeito, foram analisadas as produções dos 29 participantes e a transcrição de uma entrevista de grupo focado, após terem tido a oportunidade de explorar os pressupostos teóricos do modelo iSTEM e de realizar uma atividade STEAM no decorrer de uma unidade curricular de didática. Os resultados revelaram vantagens na integração das disciplinas STEM segundo os professores em formação; e a sua confiança para planear e implementar atividades STEAM. A abordagem permite o desenvolvimento das áreas curriculares envolvidas, mas também do conhecimento pedagógico associado a cada uma das áreas envolvidas, concretamente, no que diz respeito à capacidade de promover a interdisciplinaridade e o trabalho colaborativo. São identificadas potencialidades associadas à aprendizagem dos alunos nomeadamente, o facto de possibilitar aprendizagens mais significativas e um papel mais ativo do aluno, e uma maior motivação para a aprendizagem.
- 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.
- Primary pre-service teachers’ understanding of STEAM education through lesson planningPublication . Correia, Marisa; Clara Martins, MariaA STEAM Program was implemented in teacher education to prepare primary pre-service teachers to develop lesson plans that take full advantage of the interdisciplinary connections between science and mathematics topics. In this paper we describe how primary pre-service teachers´ perspectives about STEAM pedagogy evolved through a science and mathematics module. Data collection consisted of pre-service teachers’ assignments through STEM activities, interviews, and questionnaires. Overall, findings support the notion that the program had a positive impact on pre-service teachers’ understanding about STEAM approach.
- Improving pre-service teachers’ science self-efficacy through the flipped classroom modelPublication . Ribeirinha, Teresa; Correia, MarisaTeacher education programmes are widely acknowledged for their pivotal role in equipping future educators with the knowledge and skills necessary to succeed in their roles. The concept of self-efficacy has emerged as a key area of interest in teacher education, due to its strong associations with teachers' performance and commitment to their profession. Consequently, there is a pressing need to cultivate the self-efficacy of pre-service teachers (PSTs). In recent years, there has been a notable increase in the popularity of the flipped classroom model (FMC) as an active learning model that has the potential to enhance students' self-efficacy when interacting with science content. The present study evaluates the impact of implementing an FCM approach on the PSTs' self-efficacy in science, specifically those enrolled in a general science course within the basic education programme. The study was conducted over a period of 14 weeks using a mixed methods approach. The quantitative dimension employed a semi-experimental design with a pretest-post-test control group and a semi-structured interview for qualitative data collection. The results demonstrated that the FCM had a statistically significant impact on enhancing the personal science teaching efficacy of the PSTs. The PSTs' mastery experiences during the learning process with the FCM facilitated the development of science-related knowledge and skills, the reduction or elimination of emotional barriers that might be perceived as inhibiting their performance, and provided vicarious experiences that inspired their future practice. The incorporation of the FCM into teacher education programmes confers a substantial advantage in the pedagogical training of future teachers.
- Ambientes educativos inovadores: um percurso de formação de professoresPublication . Correia, Marisa; Cavadas, BentoEste trabalho apresenta o percurso de formação de professores na unidade curricular Ambientes Educativos Inovadores (AEI) de um Mestrado em Recursos Digitais em Educação. Esse percurso, organizado em quatro módulos, iniciou-se com a caracterização dos AEI e dos seus princípios e o estudo do modo como as competências para o séc. XXI podem ser desenvolvidas nos AEI. De seguida foram exploradas diferentes abordagens pedagógicas inovadoras, com a finalidade de capacitar os professores com os conhecimentos essenciais para a utilização dos AEI. Foi dada particular enfâse à conceção e discussão de cenários de aprendizagem inovadores em AEI e à reflexão sobre o seu contributo para as práticas docentes. O desempenho dos professores nas atividades realizadas na UC AEI foi avaliado através de rubricas. O estudo de caso descritivo e exploratório aqui apresentado recorreu, para além da análise documental realizada através de rubricas, a uma entrevista de grupo focado. O balanço global do funcionamento da UC mostra que os professores se sentiram globalmente satisfeitos com as competências que desenvolveram quanto ao contributo dos AEI na inovação do ensino e na gestão curricular, o que poderá contribuir para a mudança das suas práticas.