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- 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.
- Capacitação de futuros professores para a ação sociopolítica através de exposições interativasPublication . Linhares, Elisabete; Reis, PedroO sistema educativo confronta-se com o desafio de capacitar os cidadãos para a resolução dos problemas complexos e imprevisíveis da sociedade. Este estudo de caso procurou conhecer o impacto do desenvolvimento de uma exposição interativa na capacitação de futuras professoras para a ação sociopolítica. Os resultados obtidos apontam para a realização de aprendizagens – sobre temas científicos atuais e sobre os critérios que devem orientar a investigação e a inovação responsáveis – e a consciencialização das participantes para a relevância da ação sociopolítica na melhoria da sociedade.
- Interactive exhibition on climate geoengeneering: empowering future teachers for sociopolitical actionPublication . Linhares, Elisabete; Reis, PedroThe present case study, involving 19 pre-service teachers, intends to identify the potentialities and the limitations associated with the development of interactive exhibitions on socio-scientific issues as a strategy to empower future teachers for sociopolitical action. An interactive scientific exhibition developed accordingly to the IRRESISTIBLE project module "Geoengineering: Climate Control?" sought to create opportunities for students to work collaboratively, to take responsibility and to participate in activism initiatives. The results suggest positive impacts on students’ scientific knowledge, exhibitions’ development skills and empowerment for action. The main difficulties are focused on group work and time management. This pedagogical initiative allowed the development of competences considered important for citizens’ scientific literacy and active involvement in sociopolitical action.
- Exposição científica interativa sobre a investigação e inovação responsáveis no âmbito da Geoengenharia Climática: uma iniciativa de ação sociopolítica desenvolvida por futuras professorasPublication . Linhares, Elisabete; Reis, PedroO projeto IRRESISTIBLE (EU-FP7) envolveu professores, alunos e a população no processo de Investigação e Inovação Responsáveis (IIR) sobre controvérsias sociocientíficas mediante uma abordagem por indagação. Em Portugal, uma das etapas desta abordagem pretendia capacitar os participantes para a realização de exposições interativas como forma de ação sociopolítica sobre os temas abordados. Este estudo de caso, centrado numa turma de formação inicial de Professores de Educação Básica, procurou compreender o impacto da realização de uma exposição científica sobre Geoengenharia Climática na capacitação dos participantes para a ação sociopolítica. Os dados obtidos por entrevista, questionário e observação evidenciaram impactos da iniciativa ao nível da informação sobre esta controvérsia e da predisposição para a ação sociopolítica das futuras professoras.
- Formar futuros professores para a ação sociopolítica no contexto da educação em ciênciasPublication . Linhares, Elisabete; Reis, PedroO ensino em geral e, mais especificamente, a formação de professores, deve dar oportunidade aos alunos para desenvolverem competências para intervir de forma responsável e crítica na resolução de problemas da sociedade, nomeadamente através de práticas de ensino orientadas para uma cidadania responsável. O presente estudo teve como objetivos compreender o impacto de iniciativas de ativismo nos futuros professores e identificar dificuldades e potencialidades associadas a este tipo de atividades. Esta investigação sobre a própria prática profissional, centra-se na análise de narrativas elaboradas por futuros professores que frequentaram uma disciplina de Ambiente do 2.º ano da Licenciatura em Educação Básica de uma Escola Superior de Educação em Portugal, após terem realizado iniciativas de ativismo com diferentes destinatários. Os resultados indicam existir algumas dificuldades. Mas, essencialmente, reportam para uma experiência educativa que proporcionou aprendizagens significativas, pautadas por um envolvimento constante e uma motivação crescente nos projetos de ativismo desenvolvidos.
- Role-play and the discussion of the controversial issues during teacher training: teaching practices in favor of a Sustainable Development?Publication . Linhares, Elisabete; Reis, PedroIn a society that is constantly changing and deeply marked by advances in science and technology, it is essential to invest in a training that values personal and social development, as well as the understanding of the interaction Science-Technology-Society-Environment (CTSA). A science education focused on knowledge and understanding of science and technology and its role in our daily lives allows individuals to engage and understand these discussions on these issues, as well as their social implications. Therefore, it is crucial to provide students with teaching-learning situations that can enable them for a more reflected and critical participation in society, that are likely to trigger an increase in cognitive, communicative, social and democratic processes, paving the way for scientific literacy and a participatory and democratic citizenship. In this social context, the study of controversial issues of social-scientific and social-environmental nature, it is constituted as a rich learning context as they are associated with existing differences between the different actors involved in the discussion, regarding the assessment of the validity and credibility of the scientific issues that are involved. It is the case, for example, of differences related to some practices developed by man that can endanger our health or the environment. For Sadler, Barab and Scott (2007), a social-scientific reasoning should involve: the recognition of the complexity of the issues under study, the analysis of the issues in their multiple perspectives, bear in mind the notion that the issues are under investigation and doubt the potentially tendentious information. In this context, these issues cannot be simplified but seen in all their complexity (in all dimensions involved). Based on these assumptions, it was developed an investigation-action with future teachers and educators in order to access the potentialities and limitations of the discussion of socio-scientific and socio-environmental issues using the role-playing in environmental education classes. The activity was focused on a current environmental problem in our society – the construction of dams – raising the awareness of students about the risks and the interests that are involved and in which participate different groups of society, like scientists, environmentalists, politicians and economists. If the seriousness of the environmental problems and the fast rhythm that current societies live ask for an intervention and awareness in the environmental area, in a perspective of continuity of life and sustainable balance, it is essential to reach the population from which young people are part of and, consequently, it is the school’s responsibility to make a statement in this sense. The obtained data through the activity assessment questionnaire, the interview, field notes and the final reflection carried out by work groups helped confirm that this didactic experience enabled the development of many skills related to: a) the substantive knowledge; b) didactic knowledge; c) reasoning; d) communication; and d) attitudes. Some of the negative aspects of the performed dynamic were related to how the teacher managed the discussion but it was also pointed out the less positive aspects the communicative skills and the team work skills evidenced by students. However, as it was observed in other studies about the same issue, not all groups were able to take a decision regarding the feasibility and reasonableness of more investments for the construction of dams in our country, based on the example of the Alqueva dam. In this type of activity it is difficult to reach a consensus among all group members. There are many aspects to consider and the more awareness students take in relation to the factors involved in the problem and its implications, the more confused they become. The most important aspect is to inform the students of the various dimensions involved and enable them to access accurate and reliable information.