Uma preocupação sempre presente da investigação na área da Psicologia Educacional, é a da compreensão do processo de aprendizagem do aluno, nomeadamente em contexto formal de ensino. Nessa linha, o ensino das ciências recorre a essa área de conhecimento para fundamentar teoricamente concepções e práticas de ensino/aprendizagem, no contexto e ecologia de sala de aula específicos. Neste artigo apresenta-se o contributo das diversas teorias de aprendizagem no processo de ensino/aprendizagem das ciências, especificando a influência de algumas delas nas perspectivas de ensino que foram sendo evolutivamente assumidas. Desse modo, inicia-se uma descrição histórica, referindo perspectivas de ensino apoiadas na vertente behaviorista e termina-se a sua abordagem referindo teorias cognitivo-construtivistas, que deram lugar a perspectivas de ensino voltadas para o papel do aluno, como sujeito ativo na construção do conhecimento, e para o reconhecimento do valor meramente instrumental dos conteúdos curriculares.

Problem-Based Learning, a methodology that builds on problems to develop students' new knowledge, can also be useful in helping students to learn Nature of Science. Prospective science teachers' conceptions regarding Nature of Science and its teaching through Problem-Based Learning were analyzed by applying a semi-structured interview. Nine respondents recognized that this methodology promote research activities and contribute to the learning of some aspects of scientific inquiry. Moreover, they specifically considered that Problem-Based Learning may foster the understanding of the tentative nature of scientific knowledge and of the role of creativity implicit in scientific endeavor. Authors consider that more attention should be given to the contemporary Nature of Science views and to its consistent teaching through this methodology.

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Since the beginning of 2020, the COVID-19 pandemic has dramatically influenced almost every aspect of human life. Activities requiring human gatherings have either been postponed, cancelled, or held completely virtually. To supplement lack of in-person contact, people have increasingly turned to virtual settings on-line, advantages of which include increased inclusivity and accessibility and reduction of carbon footprint. However, emerging online technologies cannot fully replace, in-person scientific events. In-person meetings are not susceptible to poor internet connectivity problems, and they provide novel opportunities for socialization, creating new collaborations, and sharing ideas. To continue such activities, a hybrid model for scientific events could be a solution offering both in-person and virtual components. While participants can freely choose the mode of their participation, virtual meetings would most benefit those who cannot attend in-person due to the limitations. In-person portions of meetings should be organized with full consideration of prevention and safety strategies including risk assessment and mitigation, venue and environmental sanitation, participant protection and disease prevention, and promoting the hybrid model. This new way of interaction between scholars can be considered as a part of a resilience system which was neglected previously and should become a part of routine practice in scientific community.

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Environmental insight has emerged as a new scientific concept which incorporates the understanding that the Earth is made up of interworking subsystems and the acceptance that humans must act in harmony with the Earth’s dynamic balanced cycle. This Earth system competency represents the highest level of knowing and understanding in the geosciences community. Humans have an important role as participative beings in the Earth’s subsystems, and they must therefore acknowledge that life on Earth depends on a geoethically responsible management of the Earth system. Yet, the world is far from achieving sustainable development, making the role of the Earth science education in promoting education for sustainability even more relevant. The Earth system approach to education is designed to be an effective learning tool for the development of the innovative concept of environmental insight. Through a holistic view of planet Earth, students realize that humans have the ability to enjoy a sustainable life on our planet while minimising detrimental environmental impacts. There is growing evidence that citizens value science and need to be informed about Earth system problems such as climate change, resource efficiency, pandemics, sustainable use of water resources, and how to protect bio-geodiversity. By moving away from both traditional practices and traditional perceptions, environmental insight and geoethics will lead towards an education for sustainability that provides the citizens of Earth with the tools they need to address the full complexity of its urgent environmental concerns.

A sustainable environment must guarantee a stable Climate change Primary energy supply, Air quality index, Outdoor air resource base, avoiding an overlap of renewable Pollution pollution, Indoor air pollution, Carbon dioxide emission resource systems and the exploitation of non-Ozone layer per capita, Expenditure on air pollution reduction renewable sources of funds only to the extent of Reduction carbon emissions the investments made in the search for resources Biodiversity Depletion of mineral resources and alternative energies. This implies a concern Fishery resources Deforestation rate, Threatened, extinct species for maintenance of biodiversity, atmospheric Marine water resources, Catches of marine species stability and other ecosystem functions that are Forest resources Arable land per capita, Area affected by soil erosion usually not directly classified as economic Land/soil Use of fertilizers, Use of agricultural pesticides resources. Land affected by desertification Water resources Access to safe drinking water, Area affected by salinization, Water use per GDP, Domestic consumption of water per capita, Waste water treatment, Industry, agriculture and municipal discharges, Others Social A sustainable social system is one that achieves Demography Population growth rate, Population density, Urban/rural fair distribution, the provision of basic social migration rate, Rate of growth of urban population services, including health and education, gender Poverty Life expectancy at birth, Statutory pension age population equality, governance transparency and citizen Health Population living in absolute poverty, Population below participation. Gender equality income poverty line, Persons at-risk-of-poverty or social exclusion, Calorie supply per capita, Child labour Unimproved sanitation or poor hygiene Education Pupil-teacher ratio, Primary and secondary school Governance enrolment ratio, Literacy rates, Females per 100 males in secondary school, School dropout, Expected years of schooling, Research and development expenditure Life expectancy at birth, Mortality rates, Maternal mortality ratio, Health care quality, Adult health, Adolescent birth rate, HIV prevalence, Child malnutrition, Gender-related development index, Gender Inequality Index, Participation Labour Force Participation rate, Activity and employment by gender, Political participation, Freedom Human Development Index, Human Sustainable Development Index, Others Economic A sustainable economic system must be able to Growth Gross Domestic Product, Growth rate of real GDP, produce goods and services on a continuous basis, Internal market GNI per capita, Gini coefficient, GDP expenditure avoiding sectorial imbalances that may cause Equity components, Balance of payments irreparable damage to the natural resource base of economic production and guaranteeing adequate International market Foreign direct investment, Net inflows, External debt levels of growth and labour with economic and Public Finances Public Deficit, Public debt, Total public debt service ...

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