Cláudia Faria

Genetic divergence in the Atlantic-Mediterranean Montagu's blenny, Coryphoblennius galerita (Linnaeus 1758) revealed by molecular and morphological characters

Coryphoblennius galerita is a small intertidal fish with a wide distribution and limited dispersal ability, occurring in the northeastern Atlantic and Mediterranean. In this study, we examined Atlantic and Mediterranean populations of C. galerita to assess levels of genetic divergence across populations and to elucidate historical and contemporary factors underlying the distribution of the genetic variability. We analyse three mitochondrial and one nuclear marker and 18 morphological measurements. The combined dataset clearly supports the existence of two groups of C. galerita: one in the Mediterranean and another in the northeastern Atlantic. The latter group is subdivided in two subgroups: Azores and the remaining northeastern Atlantic locations. Divergence between the Atlantic and the Mediterranean can be the result of historical isolation between the populations of the two basins during the Pleistocene glaciations. Present‐day barriers such as the Gibraltar Strait or the ‘Almeria‐Oran jet’ are also suggested as responsible for this isolation. Our results show no signs of local extinctions during the Pleistocene glaciations, namely at the Azores, and contrast with the biogeographical pattern that has been observed for Atlantic–Mediterranean warm‐water species, in which two groups of populations exist, one including the Mediterranean and the Atlantic coast of western Europe, and another encompassing the western tropical coast of Africa and the Atlantic islands of the Azores, Madeira and Canaries. Species like C. galerita that tolerate cooler waters, may have persisted during the Pleistocene glaciations in moderately affected locations, thus being able to accumulate genetic differences in the more isolated locations such as the Azores and the Mediterranean. This study is one of the first to combine morphological and molecular markers (mitochondrial and nuclear) with variable rates of molecular evolution to the study of the relationships of the Atlantic and Mediterranean populations of a cool‐water species.

Investigating School-Guided Visits to an Aquarium: What Roles for Science Teachers?

The main goals of this study were to understand the different roles played by teachers and students during a school-guided tour to an aquarium and to analyse their different perspectives about the visit. The study focused on students’ and teachers’ behaviour during school-guided visits to an aquarium; students’ and teachers’ perspectives about this type of school visits; and the reasons provided by teachers to engage in a guided tour to a science museum. Direct observations of 39 guided tours were performed in order to describe the structure of the visit and the participants’ behaviour. A questionnaire was given to 145 teachers and 191 students after the visit, in order to describe their perspectives about the visit, and an online questionnaire was sent to a sample of 11 teachers, in order to understand their ideas about school visits to science museums. Data analysis showed that the guided visits, although well evaluated by both students and teachers, were mainly guide-directed and lecture-oriented, giving students and teachers very little choice and control over the learning agenda. Moreover, teachers showed a very passive role during the visit and reported limited plans for preparation and follow-up activities that would support the visit. Despite this scenario, the teachers who were questioned preferred guided visits to non-guided visits and recognized the potential of museums for learning. The possible role of teachers in establishing the necessary connection between guided tours and school science, and helping to bridge school curriculum, museum content, and student inquiries is discussed.

Temporal variation of rocky intertidal resident fish assemblages – patterns and possible mechanisms with a note on sampling protocols

In this paper we review the temporal patterns of variation of rocky intertidal resident fish assemblages and discuss possible mechanisms that may explain these patterns. These assemblages tend to be highly resilient and stable on an inter-annual basis, but tend to undergo marked seasonal fluctuations, as different species recruit and reach different phases of their life cycles. Larval supply is usually not a limiting factor suggesting that post-recruitment deterministic mechanisms exert a strong influence on assemblage organization. At methodological level, it is argued that traditional destructive sampling techniques should be avoided whenever possible. It is proposed that a deeper understanding of these assemblages requires more detailed information on intraspecific interactions between members of each constituent species, and information on the interactions between limited numbers of species for which mutually influences are particularly strong. It is argued that size, topography and biotic cover of a pool may provide a limited number of favourable sites for fishes of a given species and class size so that intraspecific competition, and possibly predation of the individuals less able to get access to best sites, may explain to a considerable extent the inter-annual stability and resilience of these assemblages.

Agonistic behaviour and control of access to hiding places in two intertidal blennies, Lipophrys pholis and Coryphoblennius galerita (Pisces: Blenniidae)

Abstract. In this study we investigated the relationships between dominance rank and access to shelters in captive groups of Lipophrys pholis and Coryphoblennius galerita, as well as the effects of group size and shelter availability. Dominance rank was strongly correlated with size in juvenile L. pholis and with sex and size in adult C. galerita, males being dominant over females of similar size. Access to shelters was significantly correlated with dominance rank. For both species, most interactions occurred out of shelters. Direct disputes over shelters were always initiated by the dominant fish and the initiator was always the winner. The rate of aggression per fish per unit time decreased with an increase in the number of fish in L. pholis but not in C. galerita. No significant differences were found in groups differing in the number of shelters. C. galerita showed a higher rate of agonistic interactions and a higher proportion of overt aggression than L. pholis. It is suggested that one of the functions of agonistic interactions in these fishes is the control of a set of shelters, in the network of pathways used by each individual within its home range, minimising the time required to hide in case of danger.

Early development of the red mouthed goby, Gobius cruentatus (Pisces: Gobiidae)

The full developmental embryonic sequence of Gobius cruentatus is described for the first time. Embryonic development lasted 13 days (14·0–15·0°C). The newly hatched larvae (3·3 mm total length) presented pigmented eyes, the yolk is fully absorbed, and the mouth and anus were opened allowing the onset of exogenous feeding almost after hatching.

Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory

The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify childrens conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: (1) a guided visit to the laboratory, (2) a brief presentation of the research theme, (3) the development of two experiments, and (4) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis, and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activity is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activities so that children can overcome some common difficulties when performing scientific inquiry.

Tidal activity rhythms and depth distribution of rocky shore fish in an altered intertidal environment

In this note we report on changes of activity level of littoral fish and their use of different microhabitats in an altered intertidal environment, where intertidal fish are never emersed and turbulence is confined to high tides. Despite these atypical conditions, the structure of the assemblage is basically the same found in a typical rocky-shore situation. Two intertidal fish known to possess internal tidal rhythms, Lipophrys pholis and Coryphoblennius galerita, retain those rhythms in these altered conditions, and the associated social changes in L. pholis are also retained. These observations support the studies of Gibson (1971), who showed that changes in hydrostatic pressure were of prime importance in keeping the tidal rhythm entrained. The subtidal Parablennius pilicornis, on the contrary, is more active during low tide than at high tide. The hypothesis that some subtidal species are excluded from the intertidal by a turbulence-avoiding mechanism is discussed.

Experimental study on substratum preferences of early juvenile shanny, Lipophrys pholis (Pisces : Blenniidae)

Substratum choice tests conducted on early juveniles of Lipophrys pholis show that they clearly prefer rocky to sandy substrata. The cues involved are still unknown. It is likely that this early preference for the habitat of the adults affords them a greater protection from both predators and wave action. At this early stage agonistic behaviour, although in simple forms, is already present and may play a role in competition for the best shelters.

Curriculum Conception, Implementation and Evaluation: An Experience

Aligned with the new trends in curriculum studies, the Portuguese physical and natural sciences curriculum of basic education was reorganised by introducing several new ideas and principles, such as the notion of competence, the development of adequate learning experiences, an emphasis on formative assessment of students and the idea of flexible management of the curriculum. In order to promote changes in teachers’ practices and conceptions, the reorganisation of the curriculum involved a complex process of implementation. However, this process of curriculum change was stopped abruptly due to a change in government. This chapter’s goals are to describe the process of curriculum change, how teachers interpret and implement the science curriculum and the factors that affect the way the curriculum is implemented. We analysed data from three types of studies: (a) a nationwide study focused on teachers’ perspectives regarding the science curriculum, (b) a meta-analysis of several comprehensive Portuguese studies and (c) a multiple case study involving five schools. Results show that teachers modified certain practices not according to the original intentions of the curriculum, but according to how they perceived and experienced some of the constraints and their educational and school contexts. These results support the idea that it is essential to create structures capable of responding to the emerging training needs of teachers. The creation of communities of practice involving educational researchers and teachers may facilitate discussion and reflection about the curriculum, providing teachers with resources to accomplish innovations and for providing them with feedback about the work they are developing.

Exploring marine ecosystems with elementary school Portuguese children: inquiry-based project activities focused on ‘real-life’ contexts

The purpose of the study was to investigate how young students engage in an inquiry-based project driven by real-life contexts. Elementary school children were engaged in a small inquiry project centred on marine biodiversity and species adaptations. All activities included the exploration of an out-of-school setting as a learning context. A total of 49 students and 2 teachers were involved in the activities. The research methods included observation, document analysis and content analysis of the answers to a questionnaire and an interview. The results revealed that most of the students acquired scientific knowledge related to biological diversity and adaptations to habitat. Moreover, students progressively demonstrate greater autonomy, argumentative ability and decision-making. One implication of the present study is that elementary science curriculum could be better managed with inquiry project-based activities that explore different types of resources and out-of-school settings.