Durability of ancient lime mortars in humid environment

Historical buildings are important fingerprints of the history and culture of a region and its communities. Climatic and environmental conditions are often very severe for construction materials, namely in presence of high humidity or in direct contact with water and salts. However, some historical buildings have in our days a very good condition, probably due to careful construction and/or accurate materials selection and to a specific technology. The knowledge of old mortars composition has a fundamental role on the preservation of cultural heritage, allowing information about the used materials, their performance in their specific environment, conducting to adequate and compatible materials to conservation purposes. This article presents two case studies of historical buildings with important defence functions in Lisbon coast, in which ancient lime mortars where used under severe seaside environmental actions. Mortar samples from these two case studies are characterized and the relationship of their composition with the good performance and high durability observed is discussed.

A teaching-learning sequence of colour informed by history and philosophy of science

In this work, we present a teaching-learning sequence on colour intended to a pre-service elementary teacher programme informed by History and Philosophy of Science. Working in a socio-constructivist framework, we made an excursion on the history of colour. Our excursion through history of colour, as well as the reported misconception on colour helps us to inform the constructions of the teaching-learning sequence. We apply a questionnaire both before and after each of the two cycles of action-research in order to assess students’ knowledge evolution on colour and to evaluate our teaching-learning sequence. Finally, we present a discussion on the persistence of deep-rooted alternative conceptions.

A didactic sequence of elementary geometric optics Informed by history and philosophy of science

The concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic processwithout a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teachinglearning process of geometric optics. We proceed to argue that since Newton’s approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton’s theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students’ previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.