Ana Amélia Amorim Carvalho

Adjustment Capacity of Maritime Pine Cambial Activity in Drought-Prone Environments

Intra-annual density fluctuations (IADFs) are anatomical features formed in response to changes in the environmental conditions within the growing season. These anatomical features are commonly observed in Mediterranean pines, being more frequent in younger and wider tree rings. However, the process behind IADF formation is still unknown. Weekly monitoring of cambial activity and wood formation would fill this void. Although studies describing cambial activity and wood formation have become frequent, this knowledge is still fragmentary in the Mediterranean region. Here we present data from the monitoring of cambial activity and wood formation in two diameter classes of maritime pine (Pinus pinaster Ait.), over two years, in order to test: (i) whether the differences in stem diameter in an even-aged stand were due to timings and/or rates of xylogenesis; (ii) if IADFs were more common in large trees; and (iii) if their formation is triggered by cambial resumption after the summer drought. Larger trees showed higher rates of cell production and longer growing seasons, due to an earlier start and later end of xylogenesis. When a drier winter occurs, larger trees were more affected, probably limiting xylogenesis in the summer months. In both diameter classes a latewood IADF was formed in 2012 in response to late-September precipitation, confirming that the timing of the precipitation event after the summer drought is crucial in determining the resumption of cambial activity and whether or not an IADF is formed. It was the first time that the formation of a latewood IADF was monitored at a weekly time scale in maritime pine. The capacity of maritime pine to adjust cambial activity to the current environmental conditions represents a valuable strategy under the future climate change conditions.

Plastic Response of Tracheids in Pinus pinaster in a Water-Limited Environment: Adjusting Lumen Size instead of Wall Thickness

The formation of wood results from cambial activity and its anatomical properties reflect the variability of environmental conditions during the growing season. Recently, it was found that wood density variations in conifers growing under cold-limited environment result from the adjustment of cell wall thickness (CWT) to temperature. Additionally, it is known that intra-annual density fluctuations (IADFs) are formed in response to precipitation after the summer drought. Although IADFs are frequent in Mediterranean conifers no study has yet been conducted to determine if these structures result from the adjustment of lumen diameter (LD) or CWT to soil water availability. Our main objective is to investigate the intra-ring variation of wood anatomical features (LD and CWT) in Pinus pinaster Ait. growing under a water-limited environment. We compared the tracheidograms of LD and CWT for the years 2010–2013 in P. pinaster growing in the west coast of Portugal. Our results suggest a close association between LD and soil moisture content along the growing season, reinforcing the role of water availability in determining tracheid size. Compared with CWT, LD showed a higher intra- and inter-annual variability suggesting its strong adjustment value to variations in water availability. The formation of a latewood IADF appears to be predisposed by higher rates of cell production in spring and triggered by early autumn precipitation. Our findings reinforce the crucial role of water availability on cambial activity and wood formation in Mediterranean conifers, and emphasize the high plasticity of wood anatomical features under Mediterranean climate.

Digital games played by Portuguese students: Gender differences

This paper presents results from a survey conducted in 2013 in Portugal to students from 5th grade (10 years) to University Students (Masters degree). The sample included 2303 subjects, 1273 male and 1030 female. The results show the five most mentioned games according to students grade level and gender, emphasizing the similarities and differences. Participants were also inquired about their receptiveness to learn school subjects through games and what kind of games they would prefer. Students expressed themselves favorably. However, there is a difference between the kind of games suitable for learning, and the games most played by University Students.

A game for learning history on mobile devices

This paper presents a game designed to support teaching and learning of Portuguese History to 6th grade students. Firstly, a state of the art of mobile game-based learning for History is presented. Then we describe shortly the research carried out which aimed at the analysis of the games most played by students, followed by the identification of the learning principles proposed by Paul Gee and the game mechanics to propose a game structure. Data was collected from students in the 2nd cycle of the Portuguese Educational System (nxa0=xa0508) through a questionnaire. Finally, we describe the game, that was developed based on those findings, related to a Portuguese historical event - the Republic Implementation in 1910.

Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills

In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer assessment and peer feedback. We then consider how these processes may be applied in relation to the assessment of horizontal, general complex 21st century skills (21st CS), which are still proving challenging to incorporate into curricula as well as to assess. 21st CS such as creativity, complex problem solving, communication, collaboration and self-regulated learning contain complex constructs incorporating motivational and affective components. Our analysis has enabled us to make recommendations for policy, practice and further research. While there is currently much interest in and some progress towards the development of learning/assessment analytics for assessing 21st CS, the complexity of assessing such skills, together with the need to include affective aspects means that using IT-enabled techniques will need to be combined with more traditional methods of teacher assessment as well as peer assessment for some time to come. Therefore learners, teachers and school leaders must learn how to manage the greater variety of sorts and sources of feedback including resolving tensions of inconsistent feedback from different sources.

Flipped classroom and quizzes to motivate learning: Students perspectives

This paper describes a study about the application of the principles of flipped classroom in a freshman class in higher education, in the academic year of 2016–2017, reporting students perceptions about this learning strategy. The approach was based on the students preferences, indicated in an initial characterization questionnaire. Quizzes were the main resources for the self-evaluation of the knowledge acquired at home and the results helped the teacher to reorganize the lectures and the practical work, developed in pairs or in group. At the end of the semester the students (n=64) were inquired about their reactions and perceptions related to flipped classroom. The results gave evidence to students acceptance of the approach used.

Quizzes as an active learning strategy: A study with students of pharmaceutical sciences

The present work was developed in higher education with graduate students of Pharmaceutical Sciences in Pharmacology lectures of the Faculty of Pharmacy, University of Coimbra, Portugal. During the semester was used the strategy of Quizzes, supported by the digital application Kahoot!. The students were challenged to elaborate multiple choice questions (quiz) about the subject, and answering in the class. A survey was developed to evaluate students motivation to elaborate Quizzes. Sixty students answered the survey. After the analysis of data, the results show that the main motivation for students to elaborate Quizzes was the 0.5 values in final grade. Moreover, the results show that students recognized the relevance of this methodology as an active learning strategy useful for students engagement with the subject.

Formação e Monitorização: duas etapas no desenvolvimento profissional docente

We present a teacher training course that has emerged as a way to support the trainees as well as to keep up with the training received. It is developed in two stages: (i) the training process and (ii) the monitoring. The second stage acts as support for trainees after the training course, urging them to continue to update the training received. It has already been applied in Portugal. We describe the procedure and present the results. To contextualize our study we report some training and professional development initiatives implemented in Portugal, as well as processes of change in the scope of basic and secondary education. We also describe the model, the research questions that were outlined for its evaluation, and the results achieved.

What Do Portuguese Students Play on Mobile Devices: Inputs for the Development of Educational Games

The use of mobile devices by students is growing every day. Students are connected all the time and can use them anywhere. To link the advantages of mobile learning (learn at any time and any place) with the fascinating features that attract students to play games, is one of the goals of the project “From Games to Interactive Activities for Mobile-Learning”. The project aims to analyze students’ game preferences and the games most played, based on data collected from students, in order to provide inputs for the development of educational games adjusted to this target group.

1910: A mobile game to relive the implementation of the Republic in Portugal

This paper presents the development of a game called `1910, which is about the implementation of the Republic in Portugal. Designed for mobile devices, the game created is part of a larger project - `From Games to Interactive Activities for Mobile Learning - which aims to identify the game habits of Portuguese students from 5th grade to Higher Education (N = 2303). Based on these results, a multidisciplinary team designed a game for each grade level. In this paper, we present the game developed for students of the 2nd cycle of basic education, based on the game preferences identified for this educational cycle (n = 508).