{"id":677,"date":"2017-11-13T16:00:02","date_gmt":"2017-11-13T15:00:02","guid":{"rendered":"http:\/\/mct.ese.ipp.pt\/?page_id=677"},"modified":"2018-03-06T11:41:45","modified_gmt":"2018-03-06T10:41:45","slug":"publicacoes","status":"publish","type":"page","link":"https:\/\/mct.ese.ipp.pt\/?page_id=677","title":{"rendered":"Publica\u00e7\u00f5es"},"content":{"rendered":"<h4 style=\"text-align: left;\"><a href=\"http:\/\/www.degois.pt\/visualizador\/curriculum.jsp?key=1120893568027523\"><strong>Alexandra S\u00e1-Pinto<\/strong><\/a><\/h4>\n<ul style=\"text-align: left;\">\n<li><strong>S\u00e1-Pinto, X.,<\/strong> Pinto, A., Cardia, P., Fonseca, M. J., &amp; Lopes, J. B. (2017). <a href=\"https:\/\/ddd.uab.cat\/search?ln=en&amp;p=edlc_a2017nEXTRA&amp;f=issue&amp;action_search=Search&amp;c=Dip%C3%B2sit+Digital+de+Documents+de+la+UAB&amp;sf=&amp;so=d&amp;rm=&amp;rg=100&amp;sc=0&amp;of=hb\">Proposal for a framework to evaluate elementar school students understanding of natural selection<\/a>. <em>Ense\u00f1anza de las Ciencias. <\/em><strong>N\u00ba extra<\/strong>: 1083-1088.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\">text-align: justify<strong>Abstract:\u00a0<\/strong>Evolution is one of the key concepts in biology that should be explored since kindergarten. However, the few studies analysing elementary school students\u2019 learning about natural selection used distinct criteria to evaluate their knowledge. In the present work we develope a framework to evaluate students\u2019 understanding of natural selection, based on a literature review and on an empirical study. This framework can be used to assess students understanding of evolution and natural selection, to inform the development of educational activities and to assess their impact on students\u2019 understanding of these processes.<\/p>\n<ul style=\"text-align: left;\">\n<li>\u00a0<strong>S\u00e1 Pinto X<\/strong>, Cardia P, Campos R (2017). <a href=\"https:\/\/doi.org\/10.1525\/abt.2017.79.2.135\">Sexual selection: a short review on its causes and outcomes and activities to teach evolution and the nature of science.<\/a> <em>American Biology Teacher <\/em><strong>79<\/strong> (2): 135-143 DOI: 10.1525\/abt.2017.79.2.135.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:\u00a0<\/strong>Sexual selection plays an important role in species evolution and speciation and is fundamental to promote a deep understanding of biological evolution. In the last decades, research on sexual selection helped understand its causes and impacts in species evolution, sexual dimorphism and speciation. It also provided interesting examples that can be used to engage students in learning about evolution. Here we review the latest sexual selection research and propose two activities that model evolution by sexual selection. The engaging nature of these activities make them useful to promote active learning about evolution, the nature of science and methods used to construct scientific knowledge. Importantly, we address several performance expectations suggested by the Next Generation Science Standards.<\/p>\n<ul style=\"text-align: left;\">\n<li>Pires, Y.,\u00a0<strong>S\u00e1-Pinto, X.,<\/strong>\u00a0Martins, A. P., &amp; Pinto, A. (2016). <a href=\"http:\/\/sensos-e.ese.ipp.pt\/?p=12615\">Bacalhau, sardinhas, cotas de pesca e evolu\u00e7\u00e3o<\/a>. <em>Sensos-e, <\/em>3 (2).<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:\u00a0<\/strong>O ensino orientado numa perspetiva de Ci\u00eancia, Tecnologia, Sociedade e Ambiente ao estabelecer rela\u00e7\u00f5es entre conceitos cient\u00edficos e aspetos sociais, econ\u00f3micos e ambientais, promove a literacia cient\u00edfica e assume-se como ideal para desenvolver, nos alunos, atitudes que contribuam para uma cidadania participativa e para o desenvolvimento sustent\u00e1vel dos recursos naturais. A presente comunica\u00e7\u00e3o pretende apresentar duas atividades que exploram as pescas e os seus impactos nas popula\u00e7\u00f5es naturais, com o objetivo de fomentar nos alunos a compreens\u00e3o de processos ecol\u00f3gicos e evolutivos e a necessidade da implementa\u00e7\u00e3o de medidas de gest\u00e3o de recursos e h\u00e1bitos de consumo sustent\u00e1veis.<i>\u00a0<\/i><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/www.degois.pt\/visualizador\/curriculum.jsp?key=3352453711116491\"><strong>\u00c2ngela Maria Pinto do Couto<\/strong><\/a><\/p>\n<p>&nbsp;<\/p>\n<h4 style=\"text-align: left;\"><a href=\"http:\/\/www.degois.pt\/visualizador\/curriculum.jsp?key=5892064698941371\"><strong>Ant\u00f3nio Pedro Barbot Gon\u00e7alves da Silva<\/strong><\/a><\/h4>\n<ul style=\"text-align: left;\">\n<li>Lopes, J. B., P., Cravino J., Cruz, E., &amp; <strong>Barbot, A.<\/strong> (2017).\u00a0<em>Teaching Science: Contributions of Research for Planning, Practice and Professional Development<\/em>. ISBN: 978-1-53612-381-4. Nova Iorque: Nova Science.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:\u00a0<\/strong>This book is written with two main audiences in mind: science education researchers and science teachers (or other educational professionals in technology and engineering). The authors think that this format is also ideal to disseminate more widely among professionals in science and technology education the research contributions and guidelines most relevant for their practice. This book is the result of a collective work of research in science and technology education developed by the authors\u2019 team, composed of 13 researchers from three different countries (Portugal, Brazil and Angola) for over nearly 20 years. The research, developed in a scholarly context, has focused on science teaching practices, including inside the classroom and on how to become more effective in promoting students\u2019 learning quality. The authors looked at science teaching practices in general education (from K-12 to higher education), initial teacher training and teacher professional development.\u00a0With this book, the authors aim to further disseminate their research, which is already published for a scholarly audience (mainly through several peer-reviewed journal and conference papers), by compiling the main research results in a concise and perhaps more accessible format.<\/p>\n<ul style=\"text-align: left;\">\n<li><strong>Barbot, A.<\/strong>\u00a0(2017). Integrating the transversal theme of Water-Energy in Initial Teacher Training. \u00a0In Teaching Science: Contributions of Research for Planning, Practice and Professional Development, 173 &#8211; 188. ISBN: 978-1-53612-381-4. Nova Iorque: Nova Science.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:<\/strong>\u00a0This study contributes to solving an existing research problem regarding the need for studies and educational interventions in a classroom environment to promote the relationships between water and energy in teaching. The work was carried out by a teacher-researcher, with interventions in a natural classroom environment in an initial teacher training course. Classes were audio recorded. Among various instruments for systematization and data processing, multimodal narratives deserve to be highlighted. Interventions were transformative and useful both for students and for the teacher- researcher. Contributions for researchers and teachers, and suggestions for other studies, are presented.<\/p>\n<ul style=\"text-align: left;\">\n<li>Nascimento, J., <strong>Barbot, A.<\/strong>, Maia-Lima, C., Pinto, A., &amp; Couto, A. (2017). <a href=\"https:\/\/ddd.uab.cat\/search?ln=en&amp;p=edlc_a2017nEXTRA&amp;f=issue&amp;action_search=Search&amp;c=Dip%C3%B2sit+Digital+de+Documents+de+la+UAB&amp;sf=&amp;so=d&amp;rm=&amp;rg=100&amp;sc=0&amp;of=hb\">Utiliza\u00e7\u00e3o da plataforma Arduino no desenvolvimento de duas Unidades Did\u00e1ticas em Ci\u00eancias Naturais<\/a>.\u00a0<em>Ense\u00f1anza de las Ciencias<\/em>, Extra: 995 &#8211; 1001.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:\u00a0<\/strong>V\u00e1rios estudos indicam que as atividades experimentais permitem aos alunos uma maior envolv\u00eancia no processo de aprendizagem, mas s\u00e3o pouco utilizadas em contexto de sala de aula\/laborat\u00f3rio. Esta investiga\u00e7\u00e3o, atrav\u00e9s do desenvolvimento de duas Unidades Did\u00e1ticas, pretendeu estudar o impacto da utiliza\u00e7\u00e3o do Arduino e de sensores no ensino e na aprendizagem de conte\u00fados presentes no programa de Ci\u00eancias Naturais do 2.\u00ba Ciclo do Ensino B\u00e1sico. Foram realizadas diversas experi\u00eancias que comportavam tr\u00eas etapas: explora\u00e7\u00e3o e partilha da informa\u00e7\u00e3o recolhida, a parte experimental e as conclus\u00f5es finais, em grande grupo, que articulavam as pesquisas e as observa\u00e7\u00f5es realizadas com os referenciais te\u00f3ricos. Foi poss\u00edvel perceber que a metodologia de trabalho utilizada e o Arduino podem contribuir para o desenvolvimento de momentos de aprendizagem significativos em alunos desta faixa et\u00e1ria e s\u00e3o importantes para que estes possam observar diretamente alguns fen\u00f3menos da natureza.<\/p>\n<h4 style=\"text-align: left;\"><strong><a href=\"http:\/\/www.degois.pt\/visualizador\/curriculum.jsp?key=4318958574731667\">Armando Pereira da Silva<\/a><\/strong><\/h4>\n<ul style=\"text-align: left;\">\n<li><strong>Silva, A.<\/strong>, Peres, P., Jesus, \u00c2., &amp; Oliveira, L. (2016). <a href=\"http:\/\/proceedings.elseconference.eu\/index.php?r=site\/index&amp;year=2016&amp;index=papers&amp;vol=22&amp;paper=1a123d251a618b73b0d2c0280e4efa3c\">E-Learning \u2013 Contributions For One Prompt and More Personalized Tutoring<\/a>. \u00a0<em><strong>eLSE 2016\u00a0\u2013<\/strong>12th eLearning and Software for Education Conference<\/em>, 21st-22nd April 2016, Bucharest (Romania).<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:\u00a0<\/strong>This article describes an experience teaching and tutoring online course &#8220;Project courses and \/ b-Learning&#8221; and was aimed at two main moments. At first moment we analysed and characterized the mentoring model formed by four tutors, reflecting on the advantages that this model provided in particular in relation to this aspect by which our model differs from traditional mentoring model made by a single tutor. In the second phase, we try to detect and analyse what were the days of the week that students have accessed the course in general and each of the specific modules, find answers to questions such as the duration of the modules, gender, day of the week to start the sessions \/ classes because they are important dimensions of distance education planning We seek to find patterns of behaviour trainees through the analysis of these records, which will allow us to move forward with a legislative proposal enhancer for more effective mentoring, faster and more personalized. The conclusions that this study allowed us to reach, given the sample used, (consisting of 31559 entries generated by 128 teachers of our polytechnic institute), show the following behavioural evidence: The highest number of total accesses to the course it was on Monday and Wednesday and the lowest number of accesses it was Sunday. The highest average accesses to the course it was on Monday and Wednesday and on Sunday it was the lowest number of accesses to the course. As contribution this study allows us to make the following proposal: The Mondays and Wednesdays are the most favourable days for successful tutoring and Sundays are unfavourable to schedule tutoring &#8211; discourage schedules tutorials.<\/p>\n<ul style=\"text-align: left;\">\n<li><strong>Silva, A.<\/strong>, Peres, P., Oliveira, L., &amp; Jesus, \u00c2. (2017). Utiliza\u00e7\u00e3o do V\u00eddeo na Flipped Classroom e no B-ELearning. <em>Challenges 2017: Aprender nas Nuvens, Learning in the Clouds<\/em> (pp. 1541-1553). Braga: Universidade do Minho.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Resumo:\u00a0<\/strong>A produ\u00e7\u00e3o de conte\u00fados em formato v\u00eddeo para contextos de aprendizagem requer um conjunto de compet\u00eancias t\u00e9cnicas e pedag\u00f3gicas espec\u00edficas. Neste trabalho e no \u00e2mbito das especificidades t\u00e9cnico-formais do v\u00eddeo, destacamos o papel fundamental desempenhado pela linguagem espec\u00edfica do v\u00eddeo e pela escolha do plano-enquadramento adequado a cada tipologia de v\u00eddeo. No \u00e2mbito das especificidades pedag\u00f3gicas do uso do v\u00eddeo, quer em contextos de aprendizagem online &#8211; plataformas de EaD, e\/<em>b-Learning<\/em> e MOOC -, quer em contextos de aprendizagem em <em>Flipped Classroom<\/em>, \u00e9 fundamental que o conte\u00fado do v\u00eddeo seja suficientemente claro, objetivo e preciso, e, ainda, tem que prever todas as situa\u00e7\u00f5es de d\u00favidas que possam surgir ao aluno durante o visionamento do v\u00eddeo, por forma a colmatar eficazmente a falta de apoio do professor ou tutor em tempo real. Tendo o v\u00eddeo, enquanto meio de comunica\u00e7\u00e3o e difus\u00e3o de conte\u00fados, uma linguagem pr\u00f3pria e espec\u00edfica, cujo conhecimento e aplica\u00e7\u00e3o \u00e9 imprescind\u00edvel para se atingir quer os objetivos pretendidos quer uma comunica\u00e7\u00e3o eficaz, apresentamos neste trabalho uma taxonomia para o uso pedag\u00f3gico do v\u00eddeo, que cruza as diferentes tipologias de v\u00eddeo mais utilizadas nas plataformas de <em>e\/b-Learning<\/em> com os enquadramentos de planos da escala de planos.<\/p>\n<ul style=\"text-align: left;\">\n<li><strong>Silva, A.<\/strong>, Peres, P., Oliveira, L., &amp; Jesus, \u00c2. (19 de Dexembro de 2017). <a href=\"http:\/\/parc.ipp.pt\/index.php\/elearning\/Article1\">Linguagem Audiovisual \u2013 como Planificar um V\u00eddeo para o Ensino a Dist\u00e2ncia e para Flipped Classroom<\/a>. <em>Pratica e-Learning &#8211; Revista Multim\u00e9dia de Investiga\u00e7\u00e3o em Inova\u00e7\u00e3o Pedag\u00f3gica e Praticas de e\/b-Learning<\/em>, 1, 1-17.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Resumo:<\/strong>\u00a0O v\u00eddeo apresenta-se como um recurso valioso e muito utilizado nos contextos de ensino a dist\u00e2ncia e nas metodologias de <em>flipped classroom<\/em>. A produ\u00e7\u00e3o e a realiza\u00e7\u00e3o de conte\u00fados em formato v\u00eddeo, para estes contextos, regem-se por regras espec\u00edficas da linguagem audiovisual e requerem a utiliza\u00e7\u00e3o de um gui\u00e3o de planifica\u00e7\u00e3o de grava\u00e7\u00e3o e de edi\u00e7\u00e3o de v\u00eddeo com um question\u00e1rio embutido. O gui\u00e3o proposto neste trabalho considera para cada plano de v\u00eddeo: a escala de planos, as posi\u00e7\u00f5es da c\u00e2mara, os movimentos de c\u00e2mara, os movimentos de personagens, a a\u00e7\u00e3o, as falas, a m\u00fasica, e as quest\u00f5es para autoavalia\u00e7\u00e3o. O gui\u00e3o proposto, aglutina todos os itens necess\u00e1rios \u00e0 produ\u00e7\u00e3o e \u00e0 realiza\u00e7\u00e3o de um v\u00eddeo numa estrutura hol\u00edstica que assegurar\u00e1 ao produtor\/realizador do v\u00eddeo o controlo eficaz da narrativa e ainda, atrav\u00e9s dos question\u00e1rios embutidos, permitir\u00e1 ao aluno realizar a autoavalia\u00e7\u00e3o do seu progresso e tamb\u00e9m do seu sucesso na aprendizagem proposta. Deste modo, o modelo de gui\u00e3o proposto disponibiliza a informa\u00e7\u00e3o necess\u00e1ria e precisa sobre os diversos itens que permitem a produ\u00e7\u00e3o e a realiza\u00e7\u00e3o de v\u00eddeos orientados para os ambientes de ensino a dist\u00e2ncia e para as metodologias <em>flipped classroom<\/em>.<\/p>\n<h4 style=\"text-align: left;\"><a href=\"http:\/\/www.degois.pt\/visualizador\/curriculum.jsp?key=9052601431454767\"><strong>Cl\u00e1udia Manuela Ferreira Maia Lima<\/strong><\/a><\/h4>\n<ul style=\"text-align: left;\">\n<li>Castro, A., Couto, A., Barbot, A., <strong>Maia-Lima, C.<\/strong>, &amp; Pinto, A. (2017). Um olhar sobre o consumo dos alunos na escola.\u00a0<i>Sensos-e,<\/i>\u00a01, extra, 14 &#8211; 24.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Resumo:<\/strong>\u00a0O dinheiro influencia fortemente a conduta humana, pelo que \u00e9 fundamental, desde cedo, ensinar a crian\u00e7a a fazer a sua gest\u00e3o de uma forma consciente. Este estudo tenta conhecer, no contexto escolar, os consumos e os gastos efetuados pelos alunos de uma turma de 5\u00ba ano e perceber se as a\u00e7\u00f5es de sensibiliza\u00e7\u00e3o surtem os efeitos desej\u00e1veis em mat\u00e9ria de consumo, poupan\u00e7a e sa\u00fade. As conclus\u00f5es obtidas indicam que os participantes fazem uma gest\u00e3o aut\u00f3noma do seu dinheiro, mas, o envolvimento neste projeto contribuiu para uma diminui\u00e7\u00e3o dos seus gastos e para um consumo de alimentos saud\u00e1veis em maior quantidade.<\/p>\n<ul style=\"text-align: left;\">\n<li><strong>Maia-Lima, C.<\/strong> &amp;\u00a0Couto, A. (2016). The Symmetry Concept of the Basic Education Teachers.\u00a0<i>Journal of the European Teacher Education Network (JETEN)<\/i>\u00a0, <em>11(1)<\/em>, 73 &#8211; 85.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:\u00a0<\/strong>The curricular changes that have occurred\u00a0with the Mathematics syllabus of 2007 and 2013 showed, among other situations, the introduction of new contents and the conceptual change of symmetry.\u00a0For the teachers, these changes require adaptations and scientific updates to be provided so that the outcomes of the mathematics teaching can be guaranteed. In the previous program of 2007, dated 1990\/1991, the symmetry was understood as a synonym of reflection.\u00a0The 2007 program included the extended study of this concept (symmetry of reflection, rotation, translation and glide reflection) as the current, and also the study of some specific representations &#8211; rosettes and friezes.\u00a0In the academic year 2011\/2012 a questionnaire was applied to a 142 inservice basic education teachers of a particular region of Portugal, to analyze the content knowledge in this subject &#8211; the symmetry &#8211; and the form of scientific update occurred.\u00a0In this article we will make a description of the results, which point to the existence of weaknesses in the identification of symmetries and a consequent analysis of rosettes and friezes<br \/>\nof a near intuitively.<\/p>\n<ul style=\"text-align: left;\">\n<li><strong>Maia-Lima, C.,<\/strong>\u00a0Silva, A., &amp; Pereira, P. (2016). Telem\u00f3veis na Sala de Aula: duas experi\u00eancias did\u00e1ticas.\u00a0<i>Medi@\u00e7\u00f5es,<\/i>\u00a0<em>4(1)<\/em>, 19 &#8211; 34.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong><strong>Resumo: <\/strong><\/strong>A evolu\u00e7\u00e3o da sociedade impulsionada pela era digital trouxe altera\u00e7\u00f5es significativas nas din\u00e2micas da escola e, em particular, na sala de aula. Os telem\u00f3veis que diariamente acompanham os alunos e que s\u00e3o, atualmente, computadores em pequeno tamanho est\u00e3o proibidos no espa\u00e7o de sala de aula havendo mesmo normativos legais espec\u00edficos para esse efeito. Contudo, a tecnologia que estes suportam pode ser utilizada para o ensino como forma de motiva\u00e7\u00e3o para o desenvolvimento de conte\u00fados espec\u00edficos. Neste artigo apresentaremos uma experi\u00eancia did\u00e1tica em contexto de sala de aula, com recurso a <em>smartphones<\/em> e a leitores de QR codes, que se revelaram poderosos na resolu\u00e7\u00e3o de problemas e na explora\u00e7\u00e3o de tarefas investigativas pelo fator motivacional que desencadearam nos alunos.<strong><strong><br \/>\n<\/strong><\/strong><\/p>\n<h4 style=\"text-align: left;\"><a href=\"http:\/\/www.degois.pt\/visualizador\/curriculum.jsp?key=7482052835595649\"><strong>Daniela Filipa Martinho Mascarenhas<\/strong><\/a><\/h4>\n<ul style=\"text-align: left;\">\n<li><strong>Mascarenhas, D.<\/strong>, Maia, J. S., &amp; Mart\u00ednez, T. S. (2017). <em>Geometria e Grandezas no 5.\u00ba ano: Dificuldades e Estrat\u00e9gias &#8211; Um estudo em duas Escolas do distrito do Porto<\/em>. Berlin: Novas Edi\u00e7\u00f5es Acad\u00e9micas. ISBN: 978-620-2-40050-3.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Resumo:<\/strong>\u00a0O presente trabalho tem como objetivos gerais diagnosticar as dificuldades, dos alunos do 5.\u00ba ano de escolaridade, no processo de ensino e aprendizagem de algumas no\u00e7\u00f5es de Geometria e Grandezas (per\u00edmetro, \u00e1rea e volume) e averiguar se certas atividades de investiga\u00e7\u00e3o e a resolu\u00e7\u00e3o de problemas melhoram a aprendizagem dos alunos nesse ano de escolaridade. A metodologia seguida no estudo foi, predominantemente, quantitativa. Foi aplicado um teste de avalia\u00e7\u00e3o de conhecimentos \u00e0 quase totalidade dos alunos do 5.\u00ba ano de escolaridade de duas escolas do distrito do Porto, em dois momentos distintos, no in\u00edcio e no final do ano letivo 2009\/2010. A amostra do estudo foi dividida em dois grupos: Grupo de Trabalho e Grupo de Controlo. O Grupo de Trabalho, durante o ano letivo, foi submetido a aplica\u00e7\u00e3o de tarefas, envolvendo resolu\u00e7\u00e3o de problemas e atividades de investiga\u00e7\u00e3o, sobre os conceitos geom\u00e9tricos per\u00edmetro, \u00e1rea e volume. Os resultados obtidos provaram que as aprendizagens decorridas no 1.\u00ba Ciclo do Ensino B\u00e1sico influenciaram as aprendizagens do 2.\u00ba Ciclo e que os alunos do Grupo de Trabalho melhoraram, significativamente, os seus resultados do primeiro para o segundo momento de avalia\u00e7\u00e3o, e esses s\u00e3o superiores aos dos alunos do Grupo de Controlo, pelo que a aplica\u00e7\u00e3o das tarefas favoreceu a aprendizagem dos conceitos per\u00edmetro, \u00e1rea e volume.<\/p>\n<ul style=\"text-align: left;\">\n<li>Rodrigues, D., <strong>Mascarenhas, D.<\/strong>, Sarmento, I., &amp; Silva, A. (2017<em>).\u00a0<a href=\"https:\/\/porto-icre2017.eventqualia.net\/pt\/pt\/livro-resumos\/livro-de-resumos-download-pdf\/\">A Matem\u00e1tica subjacente na Arte- An\u00e1lise de conceitos geom\u00e9tricos, no pr\u00e9-escolar, presentes num quadro de Mondrian<\/a><\/em> &#8211; Poster.\u00a0Porto International Conference on Research in Education\u00a0(ICRE 17), Porto.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Resumo:<\/strong>\u00a0Os primeiros anos determinam o per\u00edodo ideal para desenvolver os conhecimentos das crian\u00e7as. Como tal, cabe ao educador de inf\u00e2ncia criar atividades contextualizadas e potencialmente significativas para elas. Como habitualmente os conte\u00fados ligados \u00e0 Geometria s\u00e3o raramente aplicados a contextos reais, inclusive nos jardins-de-inf\u00e2ncia, decidimos apresentar, neste poster, um recurso did\u00e1tico a desenvolver com crian\u00e7as de 4 a 5 anos, com o objetivo de mostrar como a partir da Arte se pode abordar alguns conceitos geom\u00e9tricos. Assim, a partir de a\u00e7\u00f5es das crian\u00e7as, tais como observa\u00e7\u00e3o, an\u00e1lise, recorte e posterior reorganiza\u00e7\u00e3o de um dos quadros do pintor Piet Mondrian, ser\u00e3o explorados alguns conceitos geom\u00e9tricos. Esta investiga\u00e7\u00e3o tem por base o modelo Reggio Emilia, que se enquadra na pedagogia de trabalho de projeto, com \u00eanfase nas artes pl\u00e1sticas, n\u00e3o desvalorizando outras \u00e1reas do saber, tal como a Matem\u00e1tica, que acabam por surgir naturalmente. Claramente, a crian\u00e7a \u00e9 vista como agente ativo da pr\u00f3pria aprendizagem. \u00c9 esperado que a crian\u00e7a se questione, solucione os seus problemas e d\u00ea significado ao que aprendeu durante a realiza\u00e7\u00e3o da tarefa proposta.<\/p>\n<ul style=\"text-align: left;\">\n<li>Pinto, F., Elias, C., Barbot, A., Pinto, A., <strong>Mascarenhas, D.<\/strong>, &amp; Santos, M. (2016). <a href=\"https:\/\/library.iated.org\/view\/PINTO2016USI\">Using Scratch Software with Students with Special Educational Needs in Teaching Natural Sciences and Mathematics<\/a>. In\u00a0<em>INTED2016 Proceedings. ISBN: 978-84-608-5617-7, Valencia.<\/em><\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:\u00a0<\/strong>This study aims to contribute to the overall development of children with Special Educational Needs (SEN), particularly in classes on Natural Sciences and Mathematics, and to design a teaching resource supported by Information and Communication Technology (ICT) that is suitable for classroom by students with SEN. Scratch (2007) is a project of the Lifelong Kindergarten Group at the MIT Media Lab and it is available online. Scratch allows to program stories, games and interactive animations, and share creations online. Using sound, animations, image and text, among others, allows students to stay more alert and motivated. This work is based on two case studies carried out by two different teachers in their classroom. The participants in each case study were: (i) three 4th grade students with Dyslexia diagnosis; (ii) three students (two were in the 6th grade and one in the 9th grade) with Intellectual Incapacity diagnosis. There were designed and implemented activities using Scratch software, namely about \u201cThe importance of water for living beings\u201d and \u201cPollution and Recycling\u201d. Data was collected through the analysis of the students Individual Educational Programs, an interview with the Special Needs teacher, audio recording, photographs, tasks and notations made by the investigating teacher. The data analysis was mainly qualitative. Results revealed how students interacted with Scratch and showed that using this programming language can engage students with SEN in the process of learning. The data collected in this study sustains the idea that it\u2019s possible to work with the educational software Scratch with students with Special Educational Needs. It enabled a higher level of participation and students autonomy when carrying tasks related to Natural Sciences and Mathematics curricular topics.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/www.degois.pt\/visualizador\/curriculum.jsp?key=8012153931354207\"><strong>D\u00e1rida Maria Fernandes<\/strong><\/a><\/p>\n<ul>\n<li><strong>Fernandes, D.<\/strong> (2017; junho). <a href=\"http:\/\/www.cnedu.pt\/pt\/noticias\/cne\/1229-reformas-e-bases-da-educacao-legado-e-renovacao-1835-2009\">Construir Pontes para Valorizar a profissionaliza\u00e7\u00e3o e o Acesso \u00e0 Profiss\u00e3o<\/a>. In CNE Publica\u00e7\u00e3o, D. Justino, D., Migu\u00e9ns, M. et al (Eds.), <em>Lei de Bases do Sistema Educativo: balan\u00e7o e Prospetiva<\/em> &#8211; Volumes II, Semin\u00e1rios e Col\u00f3quios (pp. 847-865).<\/li>\n<\/ul>\n<p><strong>Sinopse:<\/strong>\u00a0A forma\u00e7\u00e3o de professores como processo de aprendizagem ao longo da vida tem-se constitu\u00eddo como um desafio ambicioso nas pol\u00edticas educativas do nosso pa\u00eds e dos estados membros. Esta problem\u00e1tica abrange v\u00e1rias val\u00eancias que devidamente articuladas, desde a forma\u00e7\u00e3o inicial, \u00e0 pr\u00e1tica profissional, passando pela indu\u00e7\u00e3o podem permitir um maior desenvolvimento profissional dos professores e, deste modo, contribuir para melhorar a qualidade da educa\u00e7\u00e3o. Neste pressuposto, as pol\u00edticas educativas gizadas pelo enquadramento legal incluem op\u00e7\u00f5es claras governativas do que \u00e9 SER Professor numa sociedade democr\u00e1tica. Nestas conce\u00e7\u00f5es emana uma din\u00e2mica aut\u00f3noma que envolve a Academia, com a defini\u00e7\u00e3o clara de objetivos, bem como o desenvolvimento e a avalia\u00e7\u00e3o de processos e resultados, validada por entidades externas e independentes que exigem metodologias de interven\u00e7\u00e3o consistentes no processo de forma\u00e7\u00e3o e parcerias fortes que enrique\u00e7am a educa\u00e7\u00e3o. Neste sentido, cada vez mais a forma\u00e7\u00e3o de professores \u00e9 centrada nas Escolas, mas com parcerias institucionais de refer\u00eancia, desde autarquias, empresas, entidades de solidariedade social, entre outras, que contribuem para gizar compromissos que criem Identidade pr\u00f3pria, um sentido de perten\u00e7a forte a uma comunidade de aprendizagem na clarivid\u00eancia da defini\u00e7\u00e3o dos prop\u00f3sitos, das pr\u00e1ticas educativas e dos processos\u00a0reflexivos p\u00f3s-a\u00e7\u00e3o para reinterpretar planos de conce\u00e7\u00e3o e de interven\u00e7\u00e3o. Assim, na forma\u00e7\u00e3o inicial de professores importa experimentar, arriscar e investigar para caraterizar m\u00e9todos de aprendizagem e de supervis\u00e3o que enrique\u00e7am o ato de aprender e ensinar e contribuam para o desenvolvimento profissional dos professores numa perspetiva de maior qualidade e equidade da aprendizagem ao longo da vida. Na Escola Superior de Educa\u00e7\u00e3o do Polit\u00e9cnico do Porto (ESEPP), atrav\u00e9s de equipas multidisciplinares de projeto, de pr\u00e1ticas\u00a0multifocais, em parcerias com outras institui\u00e7\u00f5es do ensino superior, escolas, autarquias, promovese um saber reflexivo para agir em consci\u00eancia com as exig\u00eancias de uma sociedade em constante transforma\u00e7\u00e3o. Por outro lado, a ESEPP tem estado atenta \u00e0 tem\u00e1tica da indu\u00e7\u00e3o de modo a criar<br \/>\npontes com espa\u00e7os formais e n\u00e3o formais de aprendizagem e a apoiar professores no in\u00edcio da\u00a0carreira profissional (\u201cnovice teachers\u201d) participando em experi\u00eancias piloto e ainda em projetos da\u00a0comiss\u00e3o europeia, designadamente, no Comenius Multilateral Project PAEDEIA (Pedagogical Action\u00a0for European Dimension in Educators\u00b4Induction Approaches \u2013 for Developing Suport for New\u00a0Teachers in Europe), existindo documenta\u00e7\u00e3o publicada neste \u00e2mbito.<br \/>\nNesta comunica\u00e7\u00e3o pretende-se, assim, apresentar as op\u00e7\u00f5es fundamentadas da forma\u00e7\u00e3o inicial de professores da ESEPP, mas tamb\u00e9m divulgar a investiga\u00e7\u00e3o realizada no projeto europeu PAEDEIA,\u00a0em que estiveram envolvidos cinco pa\u00edses: Turquia, Finl\u00e2ndia, Su\u00e9cia, Dinamarca e Portugal (ESEPP).\u00a0Neste projeto tr\u00eas destes pa\u00edses desenvolvem programas de indu\u00e7\u00e3o ou per\u00edodo probat\u00f3rio, com\u00a0carater\u00edsticas diferentes, envolvendo conceitos relacionados com \u201cgroup mentoring\u201d; \u201cpeer group mentoring\u201d e \u201cdialogue learning\u201d, em que a ESEPP em parceria com a Dinamarca participou na\u00a0avalia\u00e7\u00e3o dos programas de indu\u00e7\u00e3o desenvolvidos nestes tr\u00eas pa\u00edses. Sendo uma das op\u00e7\u00f5es governativas das pol\u00edticas atuais da educa\u00e7\u00e3o da Dire\u00e7\u00e3o-Geral da\u00a0Administra\u00e7\u00e3o Escolar a cria\u00e7\u00e3o do per\u00edodo probat\u00f3rio 2016\/2017, surgindo uma nota informativa\u00a0em 1 de setembro de 2016, com indica\u00e7\u00e3o da tramita\u00e7\u00e3o do processo, importa refletir sobre pr\u00e1ticas de supervis\u00e3o usadas na forma\u00e7\u00e3o inicial, mas tamb\u00e9m articular com pr\u00e1ticas de indu\u00e7\u00e3o desenvolvidas nos pa\u00edses membros.<\/p>\n<ul>\n<li>Silva, N. &amp; <strong>Fernandes, D.<\/strong> (2017; novembro). <a href=\"https:\/\/revistas.pucsp.br\/index.php\/IGISP\/issue\/view\/1863\">O GeoGebra na aprendizagem das isometrias do plano com alunos do 6\u00ba ano<\/a>. In Celina Abar (Ed.), <em>Revista do Instituto GeoGebra Internacional de S\u00e3o Paulo<\/em>, <em>6(2)<\/em>, 65-80. ISSN 2237-9657<\/li>\n<\/ul>\n<p><strong>Resumo:\u00a0<\/strong>\u00a0O Programa de Matem\u00e1tica (2013) enuncia como subconte\u00fados das isometrias do plano: reflex\u00e3o central; reflex\u00e3o axial; rota\u00e7\u00e3o e simetrias de rota\u00e7\u00e3o e de reflex\u00e3o. A experi\u00eancia letiva diz-nos que\u00a0os estudantes apresentam dificuldades na aprendizagem destes conte\u00fados. Por isso, foram\u00a0definidas estrat\u00e9gias, para o processo de aprendizagem e ensino sobre isometrias do plano,\u00a0utilizando o GeoGebra, como din\u00e2mica complementar ao uso de ferramentas mais tradicionais,\u00a0como a r\u00e9gua e o compasso.\u00a0Neste estudo foi poss\u00edvel percecionar vantagens, desta complementaridade, com impacto positivo no conhecimento dos estudantes sobre os conte\u00fados em estudo. Todavia, os resultados da investiga\u00e7\u00e3o tamb\u00e9m evidenciam outras dificuldades quer na aprendizagem quer na a\u00e7\u00e3o do<br \/>\nprofessor que urge refletir e analisar.<\/p>\n<ul>\n<li>Ferreira, A. &amp;\u00a0<strong>Fernandes, D.<\/strong> (2017). <a href=\"http:\/\/revistas.ua.pt\/index.php\/ID\/issue\/view\/389\">Das conce\u00e7\u00f5es dos estudantes ao\u00a0desenvolvimento da compet\u00eancia matem\u00e1tica:\u00a0um percurso com sentido em Organiza\u00e7\u00e3o e\u00a0Tratamento de Dados<\/a>.\u00a0<em>Revista\u00a0Online Indagatio Didactica<\/em>, <em>9(4)<\/em>, 247-260.<\/li>\n<\/ul>\n<p><strong>Resumo:\u00a0<\/strong>Em contexto de Pr\u00e1tica de Ensino Supervisionada, desenvolveu-se, na \u00e1rea da Matem\u00e1tica, uma\u00a0unidade did\u00e1tica no dom\u00ednio de Organiza\u00e7\u00e3o e Tratamento de Dados (OTD). Esta interven\u00e7\u00e3o\u00a0aconteceu numa turma de 6.\u00ba ano de escolaridade envolvida num projeto de \u00e2mbito social\u00a0denominado \u201cQualificar para Incluir\u201d, iniciativa que foi utilizada para contextualizar o conhecimento\u00a0matem\u00e1tico.\u00a0No desenvolvimento das aulas, recorreu-se ao conhecimento pr\u00e9vio adquirido pelas crian\u00e7as sobre\u00a0este t\u00f3pico e ao uso da tecnologia (telem\u00f3vel, computador, projetor, videograma) para registar e\u00a0refletir sobre as produ\u00e7\u00f5es que estas desenvolveram autonomamente. As referidas estrat\u00e9gias,\u00a0juntamente com a contextualiza\u00e7\u00e3o e o acompanhamento individualizado, resultaram numa\u00a0motiva\u00e7\u00e3o intr\u00ednseca adicional e, especialmente, numa participa\u00e7\u00e3o ativa da turma ao longo de um\u00a0percurso de aprendizagem definido, tendo existido produ\u00e7\u00f5es reveladoras de aprendizagens com\u00a0mais sentido e significado para a crian\u00e7a. Deste modo, tudo indica que esta proposta did\u00e1tica se\u00a0apresentou como adequada e consistente na constru\u00e7\u00e3o mais s\u00f3lida do edif\u00edcio matem\u00e1tico do\u00a0estudante.<\/p>\n<p>&nbsp;<\/p>\n<h4 style=\"text-align: left;\"><a href=\"http:\/\/www.degois.pt\/visualizador\/curriculum.jsp?key=2956638346036311\"><strong>Jos\u00e9 Alexandre da Silva Pinto<\/strong><\/a><\/h4>\n<ul style=\"text-align: left;\">\n<li><strong>Pinto, A.<\/strong> &amp; Nzau, D. (2017). Training teachers how to plan for teaching science and technology. In J. B. Lopes; P. Cravino; J. E. Cruz &amp; A. Barbot (Eds),<em> Teaching Science: Contributions of Research for Planning, Practice and Professional Development <\/em>(pp. 61-77). New York: Nova Science.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:\u00a0<\/strong>Planning is a crucial dimension of teachers\u2019 work that influences both curriculum management and classroom practices. With its substantial impact on the effectiveness of teaching, enhancing teacher education processes in the planning dimension remains a challenge. This work presents two teacher education approaches aimed at improving their professional skills regarding planning Science and Technology (S&amp;T) teaching, one carried out in Angola involving in-service teachers and the didactic conceptual field, and other in Portugal with pre-service teachers exploring scientific literacy. Both cases explored the potentialities of the formative situation planning tool. It was a qualitative investigation based on content analysis. The formative situation proved to promote efficacy in teaching S&amp;T in different contexts.<\/p>\n<ul style=\"text-align: left;\">\n<li><strong>\u00a0Pinto, A.<\/strong> (2017). From the lived experiences in initial teacher training program to professional practice: Possibilities and limitations in view of scientific literacy development. In J. B. Lopes; P. Cravino; J. E. Cruz &amp; A. Barbot (Eds),<em> Teaching Science: Contributions of Research for Planning, Practice and Professional Development <\/em>(pp. 337-354). New York: Nova Science.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:<\/strong>\u00a0Education in science and technology today has the development of scientific literacy for all as a major objective. This focus has been broadly integrated in education systems. However its implementation in the classroom is still insufficient and presents significant challenges. We report a longitudinal action-research study with incremental valuations over time. Data collection occurred in a higher education institution and in primary schools. The multimodal narratives produced were analyzed using the Nvivo 8\u00ae software. We identified influential traits of the training process in the teacher\u2019s practice, namely in terms of teaching contextualization and epistemic practices promotion , both with important reflexes in scientific literacy dimensions.<\/p>\n<ul style=\"text-align: left;\">\n<li>Rocha, J.,\u00a0<strong>Pinto, A.<\/strong>; Pinto, J. A., Gomes, J., &amp; Oliveira, E. (2016). <a href=\"http:\/\/revistas.ua.pt\/index.php\/ID\/article\/view\/4438\/4088\">Dos prov\u00e9rbios ao conhecimento cient\u00edfico: de poeta e cientista inventor todos temos um pouco com algum labor \u2013 o ensino das ci\u00eancias f\u00edsicas e naturais no 1.\u00ba e no 2.\u00ba ciclos do ensino b\u00e1sico<\/a>,\u00a0<em>Indagatio Didactica<\/em>\u00a08, 4: 53 &#8211; 61.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Resumo:<\/strong>\u00a0Distinguir senso-comum de conhecimento cient\u00edfico \u00e9 essencial para compreender a natureza da ci\u00eancia e promover a literacia cient\u00edfica. Fruto de conhecimento experienciado e senso comum, os prov\u00e9rbios populares representam uma excelente oportunidade para explorar a natureza das ci\u00eancias e compet\u00eancias do portugu\u00eas. Com este trabalho pretendemos investigar as potencialidades da explora\u00e7\u00e3o do patrim\u00f3nio liter\u00e1rio oral para o desenvolvimento da literacia cient\u00edfica dos alunos, para a promo\u00e7\u00e3o de pr\u00e1ticas epist\u00e9micas e compreens\u00e3o e produ\u00e7\u00e3o de prov\u00e9rbios. Os resultados sugerem que sequ\u00eancias did\u00e1ticas que contrastam o conhecimento cient\u00edfico e o senso comum contribuem para desenvolver pr\u00e1ticas epist\u00e9micas em contexto escolar.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/www.degois.pt\/visualizador\/curriculum.jsp?key=4375707776818639\"><strong>Pedro Rodrigues<\/strong><\/a><\/p>\n<ul>\n<li>Arau\u0301jo, H., Santos, J.,\u00a0<strong>Rodrigues, P. C.<\/strong>, Ferreira, M., Pereira, M., Henriques, A. C., Monteiro, S., Eira, C., &amp; Vingada, J. (2017).\u00a0<a href=\"https:\/\/link.springer.com\/article\/10.1007\/s00227-017-3089-x\">The importance of Portuguese Continental Waters to Balearic Shearwaters revealed by aerial census<\/a>.\u00a0<em>Marine Biology,<\/em> 164:55.<\/li>\n<\/ul>\n<p><strong>Abstract:<\/strong>\u00a0The Balearic shearwater\u00a0<em class=\"EmphasisTypeItalic \">Puffinus mauretanicus<\/em>\u00a0is one of the most threatened seabirds in the world. To evaluate the abundance and distribution of Balearic Shearwaters in Portuguese Continental Shelf Waters, during the post-breeding period when migrating birds are outside the Mediterranean Sea, we conducted 5 aerial surveys between 2010 and 2014 (21 survey days covering 62,716\u00a0km<sup>2<\/sup>). Following a line transect method, observers recorded a total of 181 Balearic Shearwaters sightings. Using Distance sampling software, we estimated an overall species abundance (2010\u20132014) of 10,182, ranging between 2338 in 2010 and 23,221 individuals in 2012. During the 2012 post-breeding period, the Portuguese Continental Shelf Waters were used by up to 96.8% of the latest migratory population assessment. Considering Balearic Shearwater estimates per sampling block, there was a preference for the North and Center sectors of the Portuguese coast (respectively, 7058 and 1366 individuals) where several SPAs were already designated. We computed the annual and overall habitat predictive models for Balearic Shearwaters using a maximum entropy algorithm on MaxEnt software. In all models, the Balearic shearwater distribution was best predicted by mean chlorophyll concentration. Balearic Shearwaters are mostly present in shallow shelf and coastal waters particularly in the widest portions of the continental shelf. These areas are strongly influenced by upwelling, which concurs with the chlorophyll concentration being the most important predicting variable. Portuguese Continental Shelf Waters are one of the most important post-breeding grounds to the Balearic Shearwater.<\/p>\n<ul>\n<li>Hintze, F., Duro, V., Carvalho, J.C., Eira, C.,\u00a0<strong>Rodrigues, P. C.<\/strong>, &amp; Vingada, J. (2016).\u00a0<a href=\"http:\/\/www.bioone.org\/doi\/abs\/10.3161\/15081109ACC2016.18.2.007\">Influence of small dams reservoirs in bats&#8217; activity<\/a>. <em>Acta Chiropterologica,<\/em> <em>18(2),\u00a0<\/em>395-408.<\/li>\n<\/ul>\n<p><strong>Abstract:\u00a0<\/strong>Freshwater systems have been profoundly changed by the construction of dams, and the influence of dams on bat activity is poorly understood. In this study, we analyzed the effects of small dams along mountain streams on local bat communities. This work was carried out in five small streams located in the NE of Portugal using bioacoustic surveys during the summer of 2011. The present study confirms that, in the northeast areas of Portugal, the majority of bat species use artificial bodies of water for either drinking or foraging, but species differed in terms of their activity levels over the reservoirs when compared with intact stream habitats. As predicted, small dams in the study area were important centers of overall bat activity relative to other sampling areas. At the same time, feeding activity was also higher in the flooded areas. We also found that\u00a0<i>Pipistrellus pipistrellus, Myotis daubentonii, Pipistrellus kuhlii, Pipistrellus pygmaeus<\/i>\/<i>Miniopterus schreibersii, Tadarida teniotis<\/i>\u00a0and\u00a0<i>Nyctalus leisleri<\/i>\/<i>Eptesicus serotinus<\/i>\u00a0benefited from the presence of dam reservoirs.\u00a0<i>Hypsugo savii<\/i>\u00a0activity was also mostly recorded at reservoir points. However, the highest number of endangered and rare species was recorded at an intact stream habitat. This result emphasizes the relevance of riparian habitats for bats, especially for the most endangered species. The relationship between dam availability, riparian quality and bat diversity suggested that the changes in the streams promoted by damming could affect both bat species richness and activity levels, leading to changes in the overall composition of the bat community. In conclusion, this study found that small reservoirs have a significant influence on bat activity. However, dams appear to primarily benefit the most common species, while the endangered species were associated with riparian habitats. Therefore, for conservation proposes of the local bat community, riparian areas appear to be more important than reservoirs. Thus, this study provides a better understanding of the impact of small dams on bats contributing to the future management and conservation of bat species.<\/p>\n<ul>\n<li>Petronilho, J. M., Vingada, J., Ferreira, M., Eira C., &amp;\u00a0<strong>Rodrigues, P.<\/strong>\u00a0(2014). Monitorizac\u0327a\u0303o de Aves Aqua\u0301ticas no Si\u0301tio Natura 2000\u00a0\u201dDunas de Mira, Ga\u0302ndara e Gafanhas\u201d 2002\/2006.\u00a0<em>Wildlife and Biology Studies,<\/em> no1. SPVS, Braga.\u00a0ISBN 978-989-98891-0-1.<\/li>\n<\/ul>\n<h4 style=\"text-align: left;\"><a href=\"http:\/\/www.degois.pt\/visualizador\/curriculum.jsp?key=1855170731036049\"><strong>Sara Aboim Silva<\/strong><\/a><\/h4>\n<ul style=\"text-align: left;\">\n<li>Silva, M. J.,\u00a0<strong>Aboim, S.<\/strong>,\u00a0Teixeira, S., Pinto, A., &amp; Pereira, T. (2016). <em><a href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-319-22900-3_8\">Using Senses and Sensors in the Environment to Develop Abstract Thinking: Evaluating the Utility and Usability of Electronic Sensors<\/a>.<\/em> In ICT in Education, Springer. doi:\u00a010.1007\/978-3-319-22900-3<em>.<\/em><\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Abstract:<\/strong>\u00a0This chapter was developed in the context of a project that explores the use of human senses and electronic sensors to develop abstract thinking in authentic learning at the level of Elementary Education. Based on this project\u2019s theoretical and instrumental framework, a set of electronic sensors is assessed, in what concerns their potential to be used by children in conjunction with the senses, to explore authentic problems in environmental education, whilst aiming at developing abstract thinking. The set of assessed sensors integrates a digital microscope, a water temperature sensor, a turbidity sensor, a conductivity sensor, and an air temperature sensor. During the developed educational activities, the sensors proved to be robust for environmental exploration by children. The sensors also revealed potential to improve the children\u2019s world perception, as well as to be used as an extension of the human senses. The sensory information acquired by children facilitated the interpretation of the more abstract data acquired by the sensors. Finally, the sensors allowed children to observe, represent and control variables in authentic activities that involved complex concepts, this way supporting children\u2019s abstract thinking.<\/p>\n<ul style=\"text-align: left;\">\n<li><strong>Aboim, S.<\/strong>; Silva, M. J. (2016). Os Sensores Eletr\u00f3nicos como instrumentos para a Educa\u00e7\u00e3o Ambiental: estudos de caso no ensino b\u00e1sico. <em>Sensos<\/em> V, <em>2<\/em>, 29-46.<\/li>\n<\/ul>\n<p style=\"text-align: justify;\"><strong>Resumo:<\/strong>\u00a0Esta investiga\u00e7\u00e3o pretendeu contribuir para a educa\u00e7\u00e3o ambiental e cient\u00edfica de crian\u00e7as com idades entre os 9 e os 12 anos de idade. O problema deste estudo centra-se em perceber se o desenvolvimento de atividades aut\u00eanticas de explora\u00e7\u00e3o ambiental, com recurso aos sentidos e aos sensores eletr\u00f3nicos, promovem a educa\u00e7\u00e3o ambiental em crian\u00e7as dessa faixa et\u00e1ria. O estudo desenvolvido \u00e9 do tipo qualitativo, baseado em quatro estudos de caso, com tra\u00e7os de investiga\u00e7\u00e3o-a\u00e7\u00e3o. As professoras participantes conceberam situa\u00e7\u00f5es formativas que integraram atividades aut\u00eanticas de caracteriza\u00e7\u00e3o do meio e implementaram-nas, com os seus alunos, recorrendo ao trabalho experimental e ao uso conjunto de sentidos e sensores. Ap\u00f3s a an\u00e1lise dos resultados obtidos foi poss\u00edvel concluir que o uso dos sentidos e dos sensores constitu\u00edram uma estrat\u00e9gia importante para o desenvolvimento de atividades aut\u00eanticas de caracteriza\u00e7\u00e3o ambiental. Os alunos desenvolveram diferentes pr\u00e1ticas epist\u00e9micas (por exemplo, descrever, interpretar e relacionar) indicadoras do desenvolvimento do pensamento abstrato nas crian\u00e7as. A an\u00e1lise sensorial de par\u00e2metros ambientais permitiu uma maior envolv\u00eancia dos alunos com o ambiente e facilitou a posterior compara\u00e7\u00e3o dessas informa\u00e7\u00f5es com os dados obtidos pelos sensores. As atividades aut\u00eanticas com recurso aos sentidos e aos sensores constitu\u00edram assim uma estrat\u00e9gia de ensino-aprendizagem com potencialidades para promover a educa\u00e7\u00e3o ambiental e cient\u00edfica das crian\u00e7as.<\/p>\n<ul style=\"text-align: left;\">\n<li>Silva, M. J., Pinto, A., <strong>Aboim, S.<\/strong>, Lopes, J. B., &amp; Cravino, J. P. (2015). <a href=\"https:\/\/library.iated.org\/view\/SILVA2015USI\">Using Simulations, Sensors, and Senses to Link Abstract and Concrete Thinking in Experimental Science Teaching<\/a>. EDULEARN15 7th International Conference on Education and New Learning Technologies, In EDULEARN15 Proceedings, Barcelona. ISBN: 978-84-606-8243-1.<\/li>\n<\/ul>\n<p style=\"text-align: left;\"><strong>Abstract:\u00a0<\/strong>The work presented here aims at a deeper understanding of the potential and limitations of the separate use of sensors and computer simulations, fostering to make it possible to improve teachers\u2019 mediation, overcoming such difficulties, through the joint use of those tools. The research questions (RQ) are:\u00a0RQ1: What potentialities and difficulties in relating abstract information and more concrete information were identified, when using senses and sensors in experimental science teaching?\u00a0RQ2: What potentialities and difficulties in relating abstract information and more concrete information were identified, when using simulations in experimental science teaching? Multimodal\u00a0narratives are used to analyse the students\u2019 activities, including epistemic practices (EP), and teachers\u2019 mediation.\u00a0The analysis of the two case studies developed in elementary schools contributed to answer RQ1, showing that the joint use of senses and sensors, mediated by teachers, allowed children to: 1) discover diverse environmental objects\/phenomena and variables; 2) to observe what is unobservable with senses; 3) develop complex EP, such as interpreting and relating. The analysis of the two case studies developed in a teacher education school contributed to answer RQ2. While exploring the models, students were able to develop EP such as communicate, identify empirical conditions and relate the models to the observable world. However, students showed difficulties in relating the conditions of experimental work to the conditions of the simulations\u2019 models and in relating these models to their everyday sensations and perceptions. On the basis of the results presented here, future work will deepen the research of : 1) a set of affordances of the joint use of senses, sensors and simulations to overcome the identified students\u2019 difficulties; 2) the possibility of using those three epistemic mediators to implement a concreteness fading strategy with children and an abstractedness fading strategy in teacher education.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Alexandra S\u00e1-Pinto S\u00e1-Pinto, X., Pinto, A., Cardia, P., Fonseca, M. J., &amp; Lopes, J. B. (2017). Proposal for a framework to evaluate elementar school students understanding of natural selection. Ense\u00f1anza de las Ciencias. N\u00ba extra: 1083-1088. text-align: justifyAbstract:\u00a0Evolution is one of the key concepts in biology that should be explored since kindergarten. However, the few [&hellip;]<\/p>\n","protected":false},"author":66,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-677","page","type-page","status-publish","hentry","post"],"_links":{"self":[{"href":"https:\/\/mct.ese.ipp.pt\/index.php?rest_route=\/wp\/v2\/pages\/677","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mct.ese.ipp.pt\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/mct.ese.ipp.pt\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/mct.ese.ipp.pt\/index.php?rest_route=\/wp\/v2\/users\/66"}],"replies":[{"embeddable":true,"href":"https:\/\/mct.ese.ipp.pt\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=677"}],"version-history":[{"count":23,"href":"https:\/\/mct.ese.ipp.pt\/index.php?rest_route=\/wp\/v2\/pages\/677\/revisions"}],"predecessor-version":[{"id":979,"href":"https:\/\/mct.ese.ipp.pt\/index.php?rest_route=\/wp\/v2\/pages\/677\/revisions\/979"}],"wp:attachment":[{"href":"https:\/\/mct.ese.ipp.pt\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=677"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}