No abstract

No abstract

This chapter describes an empirical study using multimodal narratives for research into students' development of epistemic practices in the classroom. Multimodal narratives can give access to classroom events, preserving their complex and holistic nature. Through content analysis, they allow a good comprehension of the multimodal nature of teaching and learning practices. The results of this work highlight the importance of multimodal narratives as a research instrument. Their importance is based on the richness of elements they contain that allow the identification, categorization, and characterization of teacher mediation actions that promote, scaffold, and enlarge students' epistemic practice development. This chapter seeks to describe both their multiple potentialities as an instrument and their limitations when researching the development of students' epistemic practices in the physical sciences classroom.

No abstract

This study aims to clarify the role of visual representations (VR) on the promotion and development of students’ epistemic practices (EP) in the physical sciences (PS) classroom. The use of VR is crucial for supporting and developing students’ EP (student work in inquiry context). Research questions: (a) how do teachers trigger the use of VR by students in the classroom? (b) What functions can be attributed to VR in PS classrooms? (c) What is the impact of VR on students’ EP? In all questions the dependence on the context and teacher experience will be analyzed. This is a multicase study with five PS teachers, with different teaching experience, from Portuguese basic schools (students aged 13-15 years). Multimodal narratives were used (a description of what happens in the classroom, using several types of data collected). Using open coding analysis, categories were found and then cluster analysis was used to find patterns. Main findings: (a) teacher’s efforts are the triggers for the use of VR by students, especially the task proposal; (b) VR can be used as an illustration (does not increase students’ EP) or as epistemic mediator (increases students’ EP); (c) all these aspects are dependent on teacher experience. Key words: Epistemic mediators, students’ epistemic practices, teacher mediation, visual representations.

Facing recent threats of coronavirus disease , an educational strategy was designed and applied to middle school students in order to reinforce related knowledge and behaviors. A group of 65 middle school students (14-18 years old) developed several designed online curricular activities. After the intervention, students answered a questionnaire to assess if they: (a) were familiar with the terms COVID 19 and SARS-CoV-2; (b) were conscious about the importance of preventive measures to stop the spread of this disease;(c) were engaged in these activities; (d) were motivated to research on healthrelated issues. This study was a first to attempt to evaluate student's perceptions about SARS-CoV-2 infection and support education regarding COVID-19, mainly on the reinforcement of preventive measures.

Promoting Education through the integration of Environmental Science and Art is a creative and innovative way to stimulate young people to learn Science and Art with pleasure. This study is based on the outcomes of an Educational Project implemented by Portuguese students from the D. Maria II School, V.N. Famalicão, Portugal. The project consisted in the implementation of several activities, exploring concepts related to 1) Science; 2) Art; and 3) Solidarity. The effectiveness of the project was assessed through student’s engagement, quality of interactions and resulting products. According students’ opinions, the experience of taking part in this project was exciting and help them to raise their understanding and interest about environmental issues. This study highlights the importance of taking advantage of art activities to teach and learn about environmental science.

Este trabalho pretende abordar e contribuir para a compreensão do papel desempenhado pela interdisciplinaridade na formação inicial de professores, tomando como ponto de partida a(s) experiência(s) portuguesa(s) e buscando uma compreensão para as dificuldades que se verificam na sua implementação. Para tal, parte-se da análise dos normativos da formação de professores e dos quadros teóricos relativos ao conceito de interdisciplinaridade em direção à análise das tentativas de reorganização disciplinar, em particular no que respeita à Educação em Ciências. Finaliza-se com perspetivas futuras em torno da urgência de uma ecologia integral na formação de professores através da análise da influência do paradigma tecnocrático que dificulta a concretização de uma perspetiva interdisciplinar.