Soraia Garcês

CREATIVITY IN SCIENCE DOMAINS: A REFLECTION

espanolLa creatividad es un elemento clave para el desarrollo y la innovacion en todos los ambitos. Anos de conceptos erroneos llevo a la creencia de que la creatividad es una habilidad que solo algunos poseen, en particular los artistas. Sin embargo esta suposicion esta lejos de la realidad: todos somos creativos. Tenemos diferentes estilos, pero en todos los ambitos participa la creatividad. La ciencia es uno de los campos mas ricos donde la encontramos. Este articulo aporta una reflexion sobre la creatividad en la ciencia, definiendola, trazando semejanzas entre el proceso creativo y el metodo cientifico, mientras argumenta la importancia de reconocer la creatividad como pieza fundamental en los descubrimientos cientificos del pasado, presente y futuro, como tambien en los logros cientificos cotidianos. EnglishCreativity is a key element for development and innovation in all areas of expertise domains. Years of misconceptions led to the belief that creativity is an ability only a few possess, particularly individuals from the arts. This assumption is far from the truth: we are all creative. We have different creative styles, but in all domains creativity takes part. Science is one of the richest fields where we can find it. This paper brings a reflection upon creativity in science, defining it, drawing similarities between the creative process and the scientific method, while arguing the importance of recognising creativity as a fundamental piece of past, present, and future scientific discoveries; but also in everyday scientific achievements.

Agressor, Vítima e Testemunha: Construção e Validação de uma Escala de Identificação dos Participantes do Bullying (QIPB)

portuguesO bullying e considerado uma problematica social que emerge no contexto escolar e que esta atingindo elevadas proporcoes. O panorama do bullying nao inclui somente uma vitima e um agressor. Este e mais abrangente e os papeis distribuem - se entre uma ou mais vitimas, agressores, testemunhas (passivas ou ativas) e apoiantes do agressor. Objetivou - se estudar a identificacao destes participantes, por m eio da construcao e validacao de um questionario para este efeito. A amostra e composta por 561 alunos, de duas escolas do 2o e 3o ciclos da Regiao Autonoma da Madeira, com idades entre os 11 e os 19 anos. A validacao do instrumento demonstrou um valor de fiabilidade de .85 e a analise fatorial exploratoria revelou a existencia de tres fatores, nomeados de agressor, vitima e testemunha. Atraves da correlacao de Spearman verificamos uma relacao significativa entre todos os fatores do instrumento. EnglishBullying is considered a social problem that emerges in the school context and that is reaching high proportions. The panorama of bullying includes not only a victim and agg ressor. This is more comprehensive and roles are distributed between one or more victims, offenders, witnesses (passive or active) and offender’s supporters. The objective was to study the identification of these participants, through the construction and validation of a questionnaire for this purpose. The sample consists of 561 students from two schools in the 2nd and 3rd cycles of the Autonomous Region of Madeira, with ages between 11 and 19 years. The instrument validation demonstrated a .85 reliability value and the exploratory factor analysis revealed three factors, named aggressor, victim and witness. Through Spearman correlation we found a significant relationship between all instrument factors.