Repositório Comunidade: DCECDCEChttps://hdl.handle.net/1822/24472024-03-29T08:06:28Z2024-03-29T08:06:28ZErratum to: Health literacy in childhood and youth: a systematic review of definitions and modelsBröder, JanineOkan, OrkanBauer, UllrichBruland, DirkSchlupp, SandraBollweg, Torsten MSaboga-Nunes, LuisBond, EmmaSørensen, KristineBitzer, Eva-MariaJordan, SusanneDomanska, OlgaFirnges, ChristianeCarvalho, Graça Simões deBittlingmayer, Uwe HLevin-Zamir, DianePelikan, JürgenSahrai, DianaLenz, AlbertWahl, PatriciaThomas, MalcolmKessl, FabianPinheiro, Paulohttps://hdl.handle.net/1822/639892020-11-18T18:57:37Z2020-02-19T16:06:25ZTítulo: Erratum to: Health literacy in childhood and youth: a systematic review of definitions and models
Autor: Bröder, Janine; Okan, Orkan; Bauer, Ullrich; Bruland, Dirk; Schlupp, Sandra; Bollweg, Torsten M; Saboga-Nunes, Luis; Bond, Emma; Sørensen, Kristine; Bitzer, Eva-Maria; Jordan, Susanne; Domanska, Olga; Firnges, Christiane; Carvalho, Graça Simões de; Bittlingmayer, Uwe H; Levin-Zamir, Diane; Pelikan, Jürgen; Sahrai, Diana; Lenz, Albert; Wahl, Patricia; Thomas, Malcolm; Kessl, Fabian; Pinheiro, Paulo
Resumo: Following publication of this article [1], it has come to our attention that one of the authors has had their name misspelt. “Ullich Bauer” should actually be read as “Ullrich Bauer”. The original article has been updated to reflect this.
Descrição: Erratum to: Health literacy in childhood and youth: a systematic review of definitions and models. https://doi.org/10.1186/s12889-017-4365-x. Available in RepositóriUM at: http://hdl.handle.net/1822/45479
<b>Tipo</b>: corrigendum2020-02-19T16:06:25ZGeology in the lab: preliminar studies for validating a checklist for analysing modelling activities in textbooksVasconcelos, ClaraFaria, JoanaAlmeida, AntónioDourado, Luíshttps://hdl.handle.net/1822/639712023-12-22T11:51:43Z2020-02-19T11:04:43ZTítulo: Geology in the lab: preliminar studies for validating a checklist for analysing modelling activities in textbooks
Autor: Vasconcelos, Clara; Faria, Joana; Almeida, António; Dourado, Luís
Resumo: Models and modelling activities play a central role in the making and understanding of science [1], making the learning of science more meaningful and helping students to build appropriate mental models [2, 3]. When students learn with models, they build mental ones that are more consistent with scientific models. This reconstruction process is generally complex and generates many cognitive conflicts. It was only in the early 19th century, when J. Hall (1761-1832) resorted to models to corroborate plutonism, that geology, an eminent field science, became a laboratory science. Throughout the years, these models became dimensioned with rules of proportionality, thus acquiring the status of representations of natural phenomena. In the last 30 years experimental modelling has been a subject of fruitful research, mainly using the classic tectonic sandbox models to control parameters for the structural evolution of mountain belts [4]. However, models were integrated in geoscience textbooks for educational purposes and, veiled behind them, many mandatory analogue properties, which are required for research purposes, where forgotten. In fact, many of those modelling activities didn't resort to analogue materials with similar geologic properties, nor did they respect the dynamics, kinematics and geometric similarities. Indeed, respecting the similarity rules is a difficult, time-consuming and an expensive process that may not be justified in some educational purposes. However it is necessary that teachers and textbooks have correct information regarding modelling activities and the kind of analogy they provide. The reduction of time and of space that underlays those geoscience lab activities, as well as the heuristic rule of the models used in geoscience classrooms, needs to be well explained to students. Thus, it is worthwhile to analyze the modelling activities in geoscience textbooks, in order to evaluate their nature and whether or not the syllabus purposes can be accomplished. To do so, an instrument designed to analyze model activities of geoscience textbooks was developed guarantying a reliable, comprehensive and systematic study. Bearing in mind some items and issues that arose from other instruments designed to analyze lab activities, and after reviewing the literature, a first version of the checklist was developed. It encompassed three main dimensions: type of lab activity; type of manipulation of variables; type of models. All three dimensions included a few sub-dimensions further specified. As in other studies [5], the sub-dimensions emerged from the literature as well as from our knowledge on how lab-modelling activities are dealt with in science textbooks. Four researchers carefully undertook the process of analyzing the 35 lab activities from three geoscience textbooks, in two rounds. The results of the first round were presented to all researchers in order to promote reflection and an improvement of the checklist. A consensus was established after the second round, which was applied one month after the end of the first analysis. Although developed by resorting to Portuguese textbooks, the checklist may be used as a referential for a more comprehensive and meaningful analysis of textbooks from other countries, a task that can be regarded as a follow up study, further increasing its validity.
Descrição: "Proceedings of ICERI2014 Conference - 7th International Conference of Education, Research and Innovation, Seville, Spain. 17-19 November, 2014"
<b>Tipo</b>: conferencePaper2020-02-19T11:04:43ZPerceptions of teaching in students and in teachers' point of view: Implications on students' learning skills in higher educationSá, Susana OliveiraAlves, Maria PalmiraCosta, António Pedrohttps://hdl.handle.net/1822/635242021-03-29T09:13:27Z2020-01-31T09:35:40ZTítulo: Perceptions of teaching in students and in teachers' point of view: Implications on students' learning skills in higher education
Autor: Sá, Susana Oliveira; Alves, Maria Palmira; Costa, António Pedro
Resumo: The purpose of this article is to identify the educational perceptions of students and teachers in portuguese Higher Education. 20 hours of lessons were analyzed during a curricular unit of a course of a Higher Education Institution. The information was recorded on a descriptive grid for classroom observation and also obtained from interviews, of a semi-structured nature to the teacher and focus group to five of the students. We used content analysis with input from webQDA software. According to the results, teachers and students have different perceptions of how teaching is managed. A strategic orientation of student-centred teaching requires the promotion of a variety of learning environments, flexibility, capacity of valuing students' participation, including tasks and activities that develop cognitive skills of higher level. These results show that, in similar contexts, the teacher-centred teaching, correlated with the interaction among students, can be a learning improvement strategy.
<b>Tipo</b>: conferencePaper2020-01-31T09:35:40ZO que fazemos com o que fazem conosco… como nos formamos ao longo da nossa trajetória profissionalSarmento, TeresaRocha, Simone Albuquerque daMartins, Rosanahttps://hdl.handle.net/1822/525382019-03-06T19:05:06Z2018-03-15T17:19:49ZTítulo: O que fazemos com o que fazem conosco… como nos formamos ao longo da nossa trajetória profissional
Autor: Sarmento, Teresa; Rocha, Simone Albuquerque da; Martins, Rosana
Resumo: As céleres mudanças do mundo contemporâneo reclamam da escola e dos professores, novos saberes, teorias, experiências e valores que os permitam (re)ver, pesquisar e transformar suas práticas, na complexa tarefa de melhorar a qualidade social da educação, passando, necessariamente, pela formação inicial e continuada, pela valorização profissional, pelas condições de trabalho e, inegavelmente, pela experiência dos professores. Este cenário motivou a nossa pesquisa com narrativas biográficas, objetivando compreender como se repercutem na (re)construção de saberes, na ação profissional e na (re)constituição da identidade docente as alterações ocorridas nas últimas décadas, as políticas educacionais, legislação, alterações e mudanças institucionais, acordos internacionais, e, sobretudo, as experiências pessoais e profissionais de cada docente. Entre as quatro dimensões que o projeto almeja investigar - formação, experiência, interações e inserção em organizações – selecionamos para este texto a formação enquanto constitutiva dos saberes da prática e da identidade profissional.
<b>Tipo</b>: conferencePaper2018-03-15T17:19:49ZInterfaces Formativas do PIBID e os cursos de Licenciaturas no contexto de um IFPaniago, RosenildeSarmento, Teresahttps://hdl.handle.net/1822/525372018-03-15T17:15:04Z2018-03-15T17:15:04ZTítulo: Interfaces Formativas do PIBID e os cursos de Licenciaturas no contexto de um IF
Autor: Paniago, Rosenilde; Sarmento, Teresa
Resumo: O presente texto tem como objeto de estudo a análise da aprendizagem da docência no contexto das práticas do Programa Institucional de Bolsa de Iniciação a Docência (PIBID). Neste texto apresentaremos um recorte com vista a verificar se as ações do PIBID contribuem para o aprofundamento da relação teoria e prática na formação e quais as interfaces do programa com as práticas dos cursos de licenciatura.
A partir do exposto, a seguir apresentaremos alguns dos resultados da
investigação, destacando problemáticas apontadas pelos professores coordenadores, seguida das análises da teoria e prática nos cursos de licenciatura e as práticas efetivas do PIBID.
<b>Tipo</b>: conferencePaper2018-03-15T17:15:04Z