Nilza Costa

Science Teachers’ Awareness of Findings from Education Research

In this paper, we report on a small-scale study designed to estimate science teachers’ awareness of findings derived from research in science education and other branches of educational research. The study was conducted among experienced science teachers in Portugal who were following advanced professional training programmes, usually leading to Masters’ degrees in science education. The results indicate that science teachers’ knowledge of education research findings is generally very limited. What teachers regard as sound pedagogical knowledge is usually derived from personal experience and ‘common sense’ and does tend not to be questioned by them as to its compatibility with the results of research. The outcome of the study provides evidence of the existence of a serious gap between research and the practice of science education. In the light of these findings, the authors propose that to narrow this gap should be a major task to be addressed by researchers and practitioners.

The Evaluation of Modelling Competences: Difficulties and potentials for the learning of the sciences

Modelling is an inherent process for the construction and use of science concepts that mobilize diverse specific competences. The aims of this work are to put forward a means of evaluating modelling competences that is relevant for physics teaching and science education research and to identify the potentials and constraints in the development of modelling competences. A written test, which embraces a wide range of modelling aspects in mechanics domain, was drawn up and validated, and a theoretically based evaluation methodology was specified. In the validation process, the test was given to 75 subjects distributed across seven levels of physics education. The answers were analysed and later cluster analysis was carried out in order to identify categories of answers among the diverse answers. The results indicate that the test identified and delimitated modelling competences. Some results are in agreement with those obtained through other research into this issue and other results better elucidate certain aspects of modelling. The way in which evaluation methodology can be used in other areas of physics is discussed, such as in research and in teaching. Also discussed is how the constraints and potentials identified in the development of modelling competences can be taken into account in teaching and learning sciences.

Evaluating an Online E-Module for Portuguese Primary Teachers: Trainees' Perceptions.

The work reported in this article is part of a wider project that aims to develop and implement a web-based, pan-European, in-service professional development platform for teachers to enhance their role in promoting education through science. This article aims to evaluate the implementation of the e-module on Assessment of Children’s Learning in Primary Science, which was created at Bradford College (UK) and was adapted to be trialled by Portuguese science teachers. The article (i) evaluates the e-module in order to find facilities and constraints with a view to improving it in future versions; (ii) analyses participants’ opinions concerning strategies explored, resources and their reflections on their learning; and (iii) discusses the impact of the training on teachers’ professional development. Data was collected through three different online questionnaires: (i) at the start; (ii) at the end of the e-module; and (iii) one year after implementation of the e-module. The results indicate that the majority of the teachers recognised that the module promoted the development of new skills during the course, such as ICT skills, which have an impact on classroom practice and enhance their professional development both in the personal domain and in the domain of practice. It was also recognised by both trainees and tutors that the main advantage of using an e-learning platform was that it enabled an adjustment to individual needs taking into account different learning styles and rhythms. They also recognised the importance of international dimensions of education; flexibility of timetables; and collaborative work between peers.

Cuidar em Enfermagem: como desenvolver a(s) competência(s)

Nursing is related to competence, professional practiceand context. Technological innovation and changes in workorganization are leading to new ...

Enhancing the intercultural effectiveness of exchange programmes: formal and non-formal educational interventions

Abstract This paper examines how the addition of intercultural interventions carried out throughout European credit-bearing exchange programmes can enhance sojourners’ development of intercultural competencies, and it explores how both formal and non-formal pedagogical interventions may be designed and implemented. Such interventions were conducted at a Portuguese university with 31 sojourners throughout one academic year, and their impact was assessed using a mixed methods research design. Sojourners included incoming students of the exchange programmes Campus Europae and Erasmus, as well as highly skilled immigrants. Findings confirm the positive impact of interventions on the development of intercultural competencies and, in turn, their contribution to internationalisation efforts. Implications for further research suggest a need to increase interventions and to develop a systematic approach for fostering intercultural competencies throughout the study abroad cycle.

Students’ and teachers’ perspectives about quality of engineering education in Portugal

Quality in higher education is a subject of increasing importance. This idea can be supported by looking at different sources, namely, the scientific literature, national and transnational governments’ policies, such as those emerging from the Bologna Process. Also, the internationalisation of higher education and, within it, students’ and staff mobility among institutions, has brought to the agenda the quality issue, particularly with regard to the teaching and learning process. Several authors argue that the meaning of quality depends on who defines it. This article focuses on a study that looks at how teachers and students in higher education institutions, in Portugal and in the domain of Engineering, see the quality issue. Data was collected through interviews to teachers (six) and students (38) in two different Portuguese institutions. The results indicate that, although teachers and students refer to the same dimensions that influence quality, they have different perspectives about their importance. From the point of view of the authors, this discrepancy requires some pedagogical actions in the context where the study was developed and, also, further research to see if the same tendency exists in different settings.

A Staff Development Program for Promoting Change in Higher Education Teaching and Learning Practices

This paper presents and discusses a faculty development program being carried out at the University of Aveiro, aiming at providing academics with essential skills in areas such as teaching best practices, student-centered curriculum design, collaborative learning and the adoption of ICT/Internet technologies.

A cross sectional study of family caregiver burden and psychological distress linked to frailty and functional dependency of a relative with advanced dementia

Psychological health of caregivers of people with dementia is a major public concern. This study sought to determine the relationship between caregiver burden, psychological distress, frailty and functional dependency of a relative with advanced dementia. Persons with dementia and their caregivers (102 dyads) participated in this Portuguese community based cross-sectional study. Data were collected using the Clinical Dementia Rating Scale, a sociodemographic questionnaire, the Zarit Burden Interview, the Brief Symptoms Inventory and the Edmonton Frail Scale. Alzheimers disease was the most common type of dementia among the recipients of care, who showed moderate (42.2%) to severe (52.9%) dementia. Among them 35.3% exhibited moderate and 45.1% severe frailty. Family caregivers reported moderate (76.5%) to severe burden (18.6%). Psychological distress was very high among family caregivers. Results show that people with dementia exhibited moderate (35.3%) or severe frailty (45.1%) and that a severe frailty was found in people with moderate dementia. A one-way ANOVA was conducted between the Global Severity Index and some sociodemographic variables. ANOVA reached p < .01 for employment status of the caregiver, assistance and professional support, and psychiatric history; and p = 0.01 for caregiver age and years of caregiving. Although caregivers reported benefit from the supportive approach offered by the multidisciplinary home care team, high levels of distress and associated burden were found, which might decrease their capacity to care for the person with dementia and their own health and well-being.

Formação continuada de professores de física, em Angola, com base num modelo didático para o campo conceptual de força

Este artigo relata um estudo desenvolvido em tres fases (exploratoria de diagnostico, programa de formacao de professores e praticas de ensino resultantes desta formacao) envolvendo professores de fisica e alunos do Ensino Secundario de Cabinda (Angola), e que focalizou o conceito newtoniano de forca. A fase exploratoria demonstrou que a formacao de professores tem fragilidades com repercussoes negativas nas aprendizagens dos alunos do Ensino Secundario em Cabinda. As outras duas fases do estudo mostraram que os programas de formacao de professores centrados em modelos didaticos sobre campos conceptuais de conceitos cientificos conduzem a alteracao das praticas de ensino dos professores, e que determinam melhorias importantes nas aprendizagens dos alunos ao engaja-los em atividades e tarefas programadas. Este trabalho evidencia a relevância da formacao de professores, baseada em modelos didaticos especificos sobre certos campos conceptuais, como ponto de partida para a qualificacao do ensino de fisica em Angola.

The impact of biology/geology school teachers masters courses on the improvement of science education quality in Portugal

In this paper we report a large‐scale study designed to evaluate the impact of masters courses on the professional development of science school teachers and, consequently, on the improvement of the quality of science education. The underlying assumption of this study is that masters teachers are widely recognized as assuming a relevant role to establish bridges between education research and practices, not only as knowledge producers but also as mediators and privileged users of the knowledge produced by research. The empirical study was conducted with science teachers who experienced advanced professional education programmes, leading to masters degrees, in some specific areas of science or science education. Data were collected through a written questionnaire answered by 81 masters teachers who concluded their masters courses between 2001 and 2005 in 12 Portuguese universities. The results indicate that the majority of respondents (80%) considered the existence of an impact on their professional practice, namely, (i) stronger critical attitudes about the teaching and learning process, (ii) the use of more diversified (or new) teaching strategies, (iii) a deeper professional knowledge, and (iv) a higher confidence in discussions with their peers. Looking deeply at concrete examples of impact, the results show that 63% of answers were examples of micro‐impact, e.g. an impact in the classroom. However, some masters teachers (20%) mentioned little impact on their professional practice, as the content of the course was not articulated with the reality of school practices. There is an overlap of the results found here with other studies which suggests that there is still a need to increase the links between higher education universities, responsible for teacher education programmes, and secondary schools. The main obstacles to transferring research knowledge, developed during the masters course, to professional activities are found and some suggestions for overcoming them are proposed.