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Perspetivas de Futuros Professores do 1.º Ciclo sobre a Educação STEAM
Get PDFA necessidade de estimular os jovens a prosseguir carreiras em áreas STEM, para fazer face a importantes
desafios da nossa sociedade, tem conduzido a um crescente interesse por abordagens educativas que
contemplem a articulação entre estas áreas. Contudo, a operacionalização desta abordagem integradora
nas escolas apresenta inúmeras dificuldades, a começar pela falta de preparação dos professores. Neste
sentido, procurou-se analisar as perspetivas dos futuros professores do 1.º Ciclo do Ensino Básico acerca
das potencialidades da abordagem pedagógica integradora das STEAM. Para o efeito, foram analisadas as
produções dos 29 participantes e a transcrição de uma entrevista de grupo focado, após terem tido a
oportunidade de explorar os pressupostos teóricos do modelo iSTEM e de realizar uma atividade STEAM no
decorrer de uma unidade curricular de didática. Os resultados revelaram vantagens na integração das
disciplinas STEM segundo os professores em formação; e a sua confiança para planear e implementar
atividades STEAM. A abordagem permite o desenvolvimento das áreas curriculares envolvidas, mas
também do conhecimento pedagógico associado a cada uma das áreas envolvidas, concretamente, no que
diz respeito à capacidade de promover a interdisciplinaridade e o trabalho colaborativo. São identificadas
potencialidades associadas à aprendizagem dos alunos nomeadamente, o facto de possibilitar
aprendizagens mais significativas e um papel mais ativo do aluno, e uma maior motivação para a
aprendizagem.The need to encourage young people to pursue careers in STEM areas to face important challenges in our
society, has led to a growing interest in educational approaches that include the integration of these
disciplines. However, STEM education presents numerous challenges in its operationalization in schools, to
begin with the diversity of understandings about the concept and the lack of preparation of teachers. This
qualitative study analyzed the participants' productions and the transcription of a focus group interview,
with the purpose of describing the perspectives of 29 future primary pre-service teachers regarding a
STEAM integration approach, after exploring the theoretical assumptions of the iSTEM model, and to carry
out a STEAM activity during teacher education. The results revealed advantages in the integration of STEM
disciplines according to the pre-service teachers; and their confidence to plan and implement STEAM activities. The approach promotes the development of the curricular areas involved, but also the
development of pedagogical knowledge associated with each of the areas involved, specifically, about the
ability to promote interdisciplinarity and collaborative work. Potentialities associated with student learning
are identified, namely, the fact of enabling more meaningful learning and a more active role of the student,
and a greater motivation for learning.info:eu-repo/semantics/publishedVersio
STEM Career Aspirations Among Portuguese Secondary School Students
Get PDFThe main objective of this study was to investigate the Science, Technology, Engineering and Mathematics (STEM) career interests of secondary school students in Portugal. Data
were collected from a sample of 190 twelfth grade students, consisting of 106 females and 84 males, using the STEM Career Interest Survey. The results showed that interest in careers in engineering tended to be lower than interest in mathematics, science, and technology among secondary school students. The study also found a gender gap in students' interest in science, engineering, and technology careers. Female students were less interested in engineering and technology-related careers than their male counterparts, but more interested in science-related careers. These findings can inform education policy makers, curriculum developers, teachers, and researchers about the importance of STEM education in nurturing and cultivating students' interest in STEM fields.info:eu-repo/semantics/publishedVersio
The impact of geopolitical risk on portuguese exports
Get PDFThis investigation evaluates the performance of Portuguese exports by focusing on the 11 main partners for 1990–2021, considering panel data. Country risk analysis has been frequently used to assess the determinants of international trade in recent years. Empirical studies demonstrate that country risk can affect bilateral relationships between economies, especially in economies with greater geopolitical risk. Next, we refer to the methodology used in this research. In this context, we assessed the stationarity of the variables used in this study. Subsequently, models were used to eliminate bias and endogeneity between the variables. The panel quantile regression model allows us to understand the behaviour of variables across different quartiles. The empirical study shows that countries with low country risk promote the performance of Portuguese exports. On the other hand, the size of the economies, both the exporting country (Portugal) and the importing countries (commercial partners), is decisive for increasing Portuguese exports. This finding can be explained as a monopolistic competition with the economy’s scale and industrial concentration serving as theoretical support. As noted with previous studies on the gravity model, the common language of Portuguese-speaking countries reduces communication costs and increases Portuguese exports. Furthermore, the econometric model also validates the issue of geographical distance, where this variable has a negative impact on exports, demonstrating that geographical proximity reduces transport costs.info:eu-repo/semantics/publishedVersio
Formando futuros professores no domínio da escrita: modos de trabalho numa unidade curricular de escrita académica
Get PDFEsta proposta de apresentação e análise de atividades pedagógicas de leitura e escrita,
desenvolvidas num mestrado de habilitação para a docência, ancora‐se no quadro do
Interacionismo Sociodiscursivo, seguindo os pressupostos de uma “sequência de ensino”,
reconceptualizada pelo grupo ProTextos – Ensino e Aprendizagem da Escrita de Textos
(Pereira & Cardoso, 2013). Trata‐se de um dispositivo didático flexível, inspirado na
“sequência didática” (Dolz, Noverraz, & Schneuwly, 2004) e entendido como um conjunto
de tarefas orientadas para o ensino sistemático de um género textual, privilegiando‐se um
trabalho de leitura para desconstrução de um exemplar do género – o texto mentor –, em
articulação com a produção textual. Neste processo, acentua‐se a relevância da
aprendizagem colaborativa e do papel essencial do professor de evidenciar e levar a
conceptualizar algumas das construções linguísticas e discursivas do género textual em
foco. Este modo de trabalho patenteia identificação com outras correntes de ensino da
escrita por géneros que põem a tónica na escrita como atividade social, bem como integra
a dimensão processual e a relação pessoal com a escrita (Cardoso, Lopes, Pereira &
Ferreira, 2019; Pinto, 2014, 2018).info:eu-repo/semantics/publishedVersio
In-Depth Analysis of Mobile Apps Statistics: A Study and Development of a Mobile App
No full textWith the popularity of smartphones and mobile devices, mobile application (a.k.a. “app”) markets have been
growing exponentially in terms of the number of users and downloads. To increase user satisfaction, app developers invest a lot of work into gathering and utilizing user input. This paper presents an analysis of the mobile app market through the development of a mobile app. The app provides users with an overview of the most important statistics, including the best apps in each category, the categories with the most apps, and
the overall statistics. The data was collected through the analysis of publicly available annual reports, and presented in a user-friendly format through the use of graphics. The focus of the study was to provide a useful tool for developers and individuals seeking specific statistics. Although the approach has proven to
be effective, the authors suggest potential, such as incorporating live data from the Google Play Store and analysing the App Store. Additionally, comparing the data from multiple years can provide useful insights into the evolution of the market.info:eu-repo/semantics/publishedVersio
Maize crop cycle: vegetation cover analysis using Sentinel-2 derived vegetation indices
Get PDFComunicação em painelOs índices de vegetação são hoje amplamente utilizados para avaliar e caracterizar a cobertura vegetal. Na agricultura estes índices permitem obter informações ao longo do ciclo cultural e atuar oportunamente, caso se justifique.
Neste estudo foram calculados diferentes índices de vegetação (NDVI - Normalized Difference Vegetation Index, NDRE - Normalized Difference Red Edge Index, EVI - Enhanced Vegetation Index) para avaliação do vigor vegetativo. Estes índices foram obtidos a partir de imagens do satélite Sentinel-2, da Agência Espacial Europeia, de maio a setembro de 2021. Esta análise incidiu sobre a cultura do milho, numa parcela situada no Ribatejo (38.994975°; -8.369681°). No processamento dos dados foram utilizados os softwares ArcGis TM e Microsoft Excel.
Este trabalho tem como objetivos: a) desenvolver mapas temáticos de índice de vegetação para avaliar a produtividade da cultura do milho; b) analisar o comportamento dos índices de vegetação ao longo do ciclo cultural; c) perceber qual ou quais os índices que são mais confiáveis nas fases mais avançadas do ciclo cultural.
A correlação entre o NDVI e o EVI foi forte (r=0,95) mas o EVI evidenciou diferenças na refletância do milho em fases do ciclo cultural em que o NDVI mostrou saturação. O NDRE apresentou uma forte correlação com o NDVI (r=0,99). Nas fases do ciclo cultural em que a cobertura do solo fica mais densa, principalmente na fase vegetativa da floração, o NDRE superou o EVI e o NDVI, mostrando ser eficiente na deteção espacial das diferenças do vigor vegetativo.Vegetation indices are now widely used to assess and characterize vegetation cover. In agriculture, these indices make it possible to obtain information throughout the crop cycle and to act in a timely manner, if necessary.
In this study, different vegetation indices (NDVI - Normalized Difference Vegetation Index, NDRE - Normalized Difference Red Edge Index, EVI - Enhanced Vegetation Index) were calculated to assess vegetative vigor. These indices were obtained from images from the European Space Agency's Sentinel-2 satellite, from May to September 2021. This analysis focused on the maize crop, in a plot located in Ribatejo (38.994975°; -8.369681°). ArcGis TM and Microsoft Excel software were used for data processing.
This work aims to: a) develop thematic vegetation index maps to evaluate maize productivity; b) analyze the behavior of vegetation indices throughout the cultural crop cycle; c) understand which index or indices are more reliable in the more advanced stages of the crop cycle.
The correlation between NDVI and EVI was strong (r=0.95) but EVI showed differences in maize reflectance at stages of the crop cycle where NDVI showed saturation. The NDRE showed a strong correlation with the NDVI (r=0.99). In the stages of the crop cycle in which the soil cover becomes denser, mainly in the vegetative phase of flowering, the NDRE outperformed the EVI and the NDVI, proving to be efficient in the spatial detection of differences in vegetative vigor.info:eu-repo/semantics/publishedVersio
Aprender a ciclar: porque é que a bicicleta de equilíbrio é mais eficiente do que a bicicleta com rodas de treino?
No full textRecent research indicates that the balance bike (BB) is most efficient to learn to cycle than the bicycle with lateral training wheels (BTW), but reasons for this are still unknown. This study aimed to investigate the cause of the BB's higher learning efficiency by analysing the variability of the children and the bicycles when learning, during the “Learning to Cycle” program. Participants were 23 children (6±1,2 years), divided into two training groups: BB (N=12) and BTW (N=11). Angular velocity data were obtained from inertial sensors (IMU) placed on the child and on the bicycle. Data while cycling was collected at three moments: i) before the program with the group’s training bicycle (O1), ii) after six sessions with the same bicycle (O2), and iii), two months after the program, using a traditional bicycle (O3). Variability was assessed using the largest Lyapunov exponent. Results showed that the BB provided greater postural variability than the BTW during learning (O1 and O2), potentially leading to more adaptive responses when transitioning to the traditional bicycle (O3).Recent research indicates that the balance bike (BB) is most efficient to learn to cycle than the bicycle with lateral training wheels (BTW), but reasons for this are still unknown. This study aimed to investigate the cause of the BB's higher learning efficiency by analysing the variability of the children and the bicycles when learning, during the “Learning to Cycle” program. Participants were 23 children (6±1,2 years), divided into two training groups: BB (N=12) and BTW (N=11). Angular velocity data were obtained from inertial sensors (IMU) placed on the child and on the bicycle. Data while cycling was collected at three moments: i) before the program with the group’s training bicycle (O1), ii) after six sessions with the same bicycle (O2), and iii), two months after the program, using a traditional bicycle (O3). Variability was assessed using the largest Lyapunov exponent. Results showed that the BB provided greater postural variability than the BTW during learning (O1 and O2), potentially leading to more adaptive responses when transitioning to the traditional bicycle (O3).info:eu-repo/semantics/publishedVersio
Motricidade fina no teste de batidas do dedo com crianças: análise da variabilidade com expoente de lyapunov
No full textRecent advancements in nonlinear methodologies have allowed deeper analysis of motor control during development. This study aimed to analyse the evolution of the fine motor skills in children aged 6 to 9 years old through the Lypaunov Exponent (LyE). It was asked to 60 children (M=8,141±1,064 years) to perform the finger taping test, 6 trials in each hand, starting with their preferred one. An inertial sensor was attached to the index finger to collect three-dimensional angular velocity. The LyE values were calculated per child, hand, and movement axis. The results highlighted a notable distinction between the 6- and 7-year-old and the 8- and 9-year-old, aligned with the different phases of motor development. The older ones presented higher variability, which can reflect their greater proficiency in this fine motor task, due to their extensive practice at school context. LyE analysis seems to be sensitive to changes that occur during different phases of motor development.Recentes avanços nas metodologias não lineares permitiram uma análise mais profunda do controlo motor durante o desenvolvimento. Este estudo teve como objetivo analisar a evolução da motricidade fina em crianças dos 6 aos 9 anos de idade através do Expoente de Lyapunov (LyE). Foi pedido a 60 crianças (M=8,141±1,064 anos) que realizassem o teste de batidas do dedo, 6 tentativas em cada mão, começando pela sua preferida. Foi colocado um sensor inercial no dedo indicador para recolher a velocidade angular tridimensional. Valores de LyE foram calculados por criança, mão e eixo de movimento. Os resultados evidenciaram uma distinção notável entre as crianças de 6 e 7 anos e as de 8 e 9 anos, o que está de acordo com as diferentes fases de desenvolvimento motor. Os mais velhos apresentaram maior variabilidade, o que pode refletir a sua maior proficiência nesta tarefa motora fina, devido à sua prática extensiva no contexto escolar. A análise de LyE parece ser sensível às mudanças que ocorrem durante as diferentes fases do desenvolvimento motor.info:eu-repo/semantics/publishedVersio
Intencionalidade pedagógica dos educadores na promoção da literatura para a infância
Get PDFMestrado em Educação Pré-EscolarO presente relatório surge no enquadramento da minha prática supervisionada em
contexto de creche e jardim de infância, no âmbito do mestrado em educação pré-
-escolar, sendo o tema escolhido para a investigação intitulado “Intencionalidade
pedagógica dos educadores na promoção da literatura para a infância”. Assim, o
principal objetivo deste estudo consistiu em verificar porque os educadores recorrem à
Literatura para a Infância.
Este tema surgiu no contexto de iniciação à prática profissional, quando percebi que as
histórias eram um recurso bastante utilizado pelas educadoras, com o intuito de abordar
temáticas ou, também, para entreter o grupo. Nestes momentos, apercebi-me, também,
de que havia uma grande participação por parte das crianças, pois mostraram-se
bastante atentas e curiosas enquanto ouviam as histórias. E, devido a esta curiosidade,
alguns conceitos e/ou conteúdos eram discutidos mais facilmente. Desta forma,
pareceu-me pertinente estudar o impacto que os livros podem ter quando são escolhidos
com critérios para um determinado fim (intencionalidade pedagógica).
Para tal, a investigação assume um cariz de natureza qualitativa, com recurso a
entrevistas semiestruturadas, observação direta e notas de campo. Teve como
participantes do estudo sete educadoras de infância e um grupo de dezoito crianças.
Através da análise de conteúdo das entrevistas realizadas e das observações no
decorrer dos estágios, foi possível concluir que as educadoras incluem a literatura para
a infância na rotina do grupo como forma de integrar as várias áreas de conteúdo de
forma articulada e lúdica, sendo que deram maior enfâse ao domínio da Linguagem Oral
e Abordagem à Escrita. Ainda foi possível concluir que as educadoras diversificam os
materiais usados na promoção da Literatura para a Infância, o que contribui para
estimular a curiosidade e interesse das crianças. Da mesma forma, aferiu-se que os
benefícios indicados pelas entrevistadas, nos momentos de promoção da leitura literária
para a infância são o enriquecimento da personalidade das crianças, o favorecimento
de um ambiente envolvente, estabelecimento de relações entre experiências pessoais
e as das personagens e o desenvolvimento da consciência linguística. Além de ser um
momento bastante apreciado pelas crianças, promove a imaginação, a criatividade, a
capacidade de atenção e a concentração. Revela-se também como uma estratégia de
grupo, utilizada por algumas das entrevistadas. Além disso, ao longo dos estágios, foi
possível observar que ao longo da contação, as crianças referiam algo relacionado com
elas ou com alguém próximo, identificando-se com alguma personagem ou momento da
históriaThis report is related with my supervised practice in daycare and kindergarten context,
while attending the master’s degree in early education, the chosen theme being
“pedagogical intentionality of educators in promoting literature for children”. So the main
goal of this study is to verify why educators choose to resort to children’s literature.
This theme came up in the context of my internship, it was then when I realized that
stories where a resource used quite often by the educators, with the intention of
presenting various themes or, also, to entertain the group. In these moments, I realized
that there as a sizeable participation from the children themselves, seeming to be very
curious and focused on the story. And due to this curiosity from the children, some topics
were discussed with a lot more ease. Thus, it seemed relevant to study the impact that
books and stories can have when chosen with the right criteria for a specific goal
(pedagogical intentionality).
To do so, the investigation has a qualitative nature, using semi-structured interviews,
direct observation and field notes. In this study participated seven educators and a group
of eighteen children.
Through the analysis of the interview content and the observations during the
internships, it was possible to conclude that educators include children’s literature in the
group’s day-to-day learning routine, as a tool to integrate multiple content areas in an
articulated and fun way. Giving more emphasis to the mastery of oral language and
writing. It was also possible to see that educators try to diversify the materials used to
promote the stories, that contributed to stimulate the curiosity and interest of the children.
It was also possible to assess that the benefits raised by the interviewed educators, in
the moments where they promoted literature with the children, are the enrichment of
personality, the favoring of a welcoming and nourishing environment, establishing
relationships between personal and character experiences and the development of
linguistic conscience. Beyond that, story time is very appreciated by the children,
promoting imagination, creativity and concentration skills. It also proved to be a good
group strategy, used by some of the interviewed educators. More than that, during the
internships it was also possible to notice that during the story telling time, children usually
seemed to be capable of relating events that happened during the tale and their own
personal lives, often comparing themselves or someone close with a character from the
story.N/