Science fair project: O CLIL na educaçã pré-escolar

O ensino bilingue torna-se cada vez mais relevante no contexto Europeu. O Content and Language Integrated Learning (CLIL) apresenta-se como uma metodologia importante como podemos observar no European Profile for Language Teacher Education. Após realizar uma revisão de literatura cujo conteúdo versa sobretudo acerca os princípios orientados pelos preconizadores desta abordagem metodológica, nomeadamente Coyle (2010), Marsh (2010), Mehisto (2008), entre outros, e no sentido de tentarmos aferir a sua viabilidade, realizámos um Projeto de Investigação no qual implementámos esta abordagem pedagógica, ensinando a disciplina de ciências a grupo de alunos do Pré-escolar. Assim, neste estudo de caso, com contornos da metodologia de investigação-ação, tivemos como principal objetivo verificar a aplicabilidade do CLIL na Educação Préescolar. Com a implementação deste projeto, conseguimos perceber que a metodologia CLIL é uma abordagem metodológica eficaz, sendo que, nos permitiu concluir que mesmo na Educação Pré-escolar é possível ensinarmos uma disciplina através de uma segunda língua.

How to integrate stories and ICT in content-based units of work for English learning

The aim of this article is to show how it is possible to integrate stories and ICT in Content Language Integrated Learning (CLIL) for English as a foreign language (EFL) learning in bilingual schools. Two Units of Work are presented. One, for the second year of Primary, is based on a Science topic, ‘Materials’. The story used is ‘The three little pigs’ and the computer program ‘JClic’. The other one is based on a Science and Arts topic for the sixth year of Primary, the story used is ‘Charlotte’s Web’ and the computer program ‘Atenex’.

Teaching and learning with social software in higher education: content management systems integrated with Web-based applications as a key factor for success

The change of paradigm imposed by the Bologna process, in which the student will be responsible for their own learning, and the presence of a new generation of students with higher technological skills, represent a huge challenge for higher education institutions. The use of new Web Social concepts in teaching process, supported by applications commonly called Web 2.0, with which these new students feel at ease, can bring benefits in terms of motivation and the frequency and quality of students' involvement in academic activities. An e-learning platform with web-based applications as a complement can significantly contribute to the development of different skills in higher education students, covering areas which are usually in deficit.

The Interactive Whiteboard And Language Learning: A Case Study

In this paper, we intend to present some research carried out in a state Primary school, which is very well-equipped with ICT resources, including interactive whiteboards. The interactive whiteboard was used in the context of a Unit of Work for English learning, based on a traditional oral story, ‘Jack and the Beanstalk’. It was also used for reinforcing other topics like, ‘At the beach’, ‘In the city’, ‘Jobs’, etc. An analysis of the use of the digital board, which includes observation records as well as questionnaires for teachers and pupils, was carried out.

"Knock, knock! Is it english or portuguese sign language?"

A presente investigação mostra a importância do contacto de crianças muito jovens com línguas estrangeiras. Este trabalho concentra-se na tentativa de investigar, numa abordagem plurilingue, com enfoque para a Língua Inglesa e a Língua Gestual Portuguesa, a sensibilização de um grupo de alunos do 1º Ciclo do Ensino Básico para uma língua diferente da sua língua materna. Nesta pesquisa, adotou-se uma postura de investigação-ação, apoiando-se com grande particularidade numa metodologia qualitativa e com menor relevância numa metodologia quantitativa, onde os alunos, através das várias atividades que desenvolveram foram adquirindo diferentes competências nas duas línguas. Isto permitiu aos alunos despertarem todas as suas potencialidades para a aprendizagem destas duas línguas (Língua Inglesa e Língua Gestual Portuguesa), tendo como ponto de partida a sua sensibilização e a aprendizagem de alguns vocábulos. Acreditamos que esta abordagem plurilíngue poderá auxiliar os alunos no desenvolvimento de habilidades linguísticas, cognitivas e pessoais tais como: a intercompreensão, o conhecimento de características específicas de diferentes línguas existentes em seu redor, a comparação linguística entre elas, a sua compreensão lexical, e por fim a competência em relacionar as línguas a culturas, e acima de tudo, o respeito e valorização da diversidade linguística e cultural. Foram utilizadas nas aulas atividades de nível de compreensão e produção oral, num processo de sensibilização e aprendizagem de alguns vocábulos destas línguas, sendo que os resultados foram posteriormente analisados, através de grelhas de observação das atividades, de dois inquéritos por questionário e fotos. Das observações e conclusões retiradas desta análise, confirmou-se que a sensibilização quanto à Língua Inglesa assim como quanto à Língua Gestual Portuguesa promove o desenvolvimento da criança, assim como a valorização da respetiva diversidade linguística e cultural.

Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study

Background: In Portugal, the routine clinical practice of speech and language therapists (SLTs) in treating children with all types of speech sound disorder (SSD) continues to be articulation therapy (AT). There is limited use of phonological therapy (PT) or phonological awareness training in Portugal. Additionally, at an international level there is a focus on collecting information on and differentiating between the effectiveness of PT and AT for children with different types of phonologically based SSD, as well as on the role of phonological awareness in remediating SSD. It is important to collect more evidence for the most effective and efficient type of intervention approach for different SSDs and for these data to be collected from diverse linguistic and cultural perspectives. Aims: To evaluate the effectiveness of a PT and AT approach for treatment of 14 Portuguese children, aged 4.0–6.7 years, with a phonologically based SSD. Methods & Procedures: The children were randomly assigned to one of the two treatment approaches (seven children in each group). All children were treated by the same SLT, blind to the aims of the study, over three blocks of a total of 25 weekly sessions of intervention. Outcome measures of phonological ability (percentage of consonants correct (PCC), percentage occurrence of different phonological processes and phonetic inventory) were taken before and after intervention. A qualitative assessment of intervention effectiveness from the perspective of the parents of participants was included. Outcomes & Results: Both treatments were effective in improving the participants’ speech, with the children receiving PT showing a more significant improvement in PCC score than those receiving the AT. Children in the PT group also showed greater generalization to untreated words than those receiving AT. Parents reported both intervention approaches to be as effective in improving their children’s speech. Conclusions & Implications: The PT (combination of expressive phonological tasks, phonological awareness, listening and discrimination activities) proved to be an effective integrated method of improving phonological SSD in children. These findings provide some evidence for Portuguese SLTs to employ PT with children with phonologically based SSD

Lipid content and fatty acid profile of Senegalese sole (Solea senegalensis Kaup, 1858) juveniles as affected by feed containing different amounts of plant protein sources

A growth trial with Senegalese Sole (Solea senegalensis Kaup, 1858) juveniles fed with diets containing increasing replacement levels of fishmeal by mixtures of plant protein sources was conducted over 12 weeks. Total fat contents of muscle, liver, viscera, skin, fins and head tissues were determined, as well as fatty acid profiles of muscle and liver (GC-FID analysis). Liver was the preferential local for fat deposition (5.5–10.8% of fat) followed by fins (3.4–6.7% fat). Increasing levels of plant protein in the diets seems to be related to increased levels of total lipids in the liver. Sole muscle is lean (2.4–4.0% fat), with total lipids being similar among treatments. Liver fatty acid profile varied significantly among treatments. Plant protein diets induced increased levels of C16:1 and C18:2 n -6 and a decrease in ARA and EPA levels. Muscle fatty acid profile also evidenced increasing levels of C18:2 n 6, while ARA and DHA remained similar among treatments. Substitution of fishmeal by plant protein is hence possible without major differences on the lipid content and fatty acid profile of the main edible portion of the fish – the muscle.

E-sharing: development and use of learning objects repository

— In the new learning environments, built width digital technologies, the need to promote quality of education resources, commonly known as Learning Objects, which can support formal and informal distance learning, emerge as one of the biggest challenge that educational institutions will have to face. Due to the fact that is expensive, the reuse and sharing became very important issue. This article presents a Learning Object Repository which aims to store, to disseminate and maintain accessible Learning Objects.

Angolan cymbopogon citratus used for therapeutic benefits: nutritional composition and influence of solvents in phytochemicals content and antioxidant activity of leaf extracts

Folk medicine is a relevant and effective part of indigenous healthcare systems which are, in practice, totally dependent on traditional healers. An outstanding coincidence between indigenous medicinal plant uses and scientifically proved pharmacological properties of several phytochemicals has been observed along the years. This work focused on the leaves of a medicinal plant traditionally used for therapeutic benefits (Angolan Cymbopogon citratus), in order to evaluate their nutritional value. The bioactive phytochemical composition and antioxidant activity of leaf extracts prepared with different solvents (water, methanol and ethanol) were also evaluated. The plant leaves contained ~60% of carbohydrates, protein (~20%), fat (~5%), ash (~4%) and moisture (~9%). The phytochemicals screening revealed the presence of tannins, flavonoids, and terpenoids in all extracts. Methanolic extracts also contained alkaloids and steroids. Several methods were used to evaluate total antioxidant capacity of the different extracts (DPPH; NO; and H2O2 scavenging assays, reducing power, and FRAP). Ethanolic extracts presented a significantly higher antioxidant activity (p < 0.05) except for FRAP, in which the best results were achieved by the aqueous extracts. Methanolic extracts showed the lowest radical scavenging activities for both DPPH; and NO; radicals.

TRAILER – e-Portfolio for collecting and recognizing informal learning process and outcomes

Informal learning is becoming more and more important: Nowadays people learn more this way, through the Internet, than in schools or normal trainings. But they don’t get any certificateswhich attest this fact. So they can't show the employer or teacher etc. that they have learned something. TRAILER project aim is to solve this problem by developing a special tool for managing of all competences and skills acquired through informal learning experiences. Both from the perspective of the user and the perspective of an institution or a company. We’ll present the IT tool to show how people can make their informal learning outcomes visible. TRAILER helps users to gather all information about process and outcomes of their informal learning. Users can share this with friends, colleagues or their employees, teachers and so on. They can create an interactive e-portfolio which can be attached to their CV, cover letter or Knowledge Management system etc. After the presentation of the tool we will discuss possible areas and fields to use this tool. Also we would like to discuss all possible use of the tool by the participants and another needs in this area. Moreover we want to discuss other problems in informal learning process, ways to solve the problems and discuss other ideas of different IT tools which could help in informal learning process. During the discussion we’ll use an interactive respond system which can be used on mobile devices: it makes possible for participants to share their opinions individually before knowing another persons' opinion.

Phenylketonuria: Protein content and amino acids profile of dishes for phenylketonuric patients. The relevance of phenylalanine

Phenylketonuria is an inborn error of metabolism, involving, in most cases, a deficient activity of phenylalanine hydroxylase. Neonatal diagnosis and a prompt special diet (low phenylalanine and natural-protein restricted diets) are essential to the treatment. The lack of data concerning phenylalanine contents of processed foodstuffs is an additional limitation for an already very restrictive diet. Our goals were to quantify protein (Kjeldahl method) and amino acid (18) content (HPLC/fluorescence) in 16 dishes specifically conceived for phenylketonuric patients, and compare the most relevant results with those of several international food composition databases. As might be expected, all the meals contained low protein levels (0.67–3.15 g/100 g) with the highest ones occurring in boiled rice and potatoes. These foods also contained the highest amounts of phenylalanine (158.51 and 62.65 mg/100 g, respectively). In contrast to the other amino acids, it was possible to predict phenylalanine content based on protein alone. Slight deviations were observed when comparing results with the different food composition databases.