Assessing student perceptions and comprehension of climate change in portuguese higher education institutions

The higher education system has a critical role to play in educating environmentally aware and participant citizens about global climate change. Yet, few studies have focused on higher education students’ knowledge and attitudes about this issue. This study aims to contribute to a comprehensive understanding of views and attitudes about climate change issues, across the postgraduate student population in three universities—the on Campus University of Porto and University of Coimbra, and the distance learning Universidade Aberta, Portugal. We surveyed university students and graduates from three master programs in environmental sciences targeting their knowledge, attitudes and behaviour on climate change issues, and their views of the role that their master degree had on it. A majority of the respondents believed that climate change is factual, and is largely human-induced; and a majority expressed concerns about climate change. Still, the surveyed students hold some misconceptions about basic causes and consequences of climate change. Further research is necessary to comprehend the university postgraduate students’ population, so that curricula programs can be adapted to grant consensus on scientific knowledge about climate change, and an active engagement of the graduate citizens, as part of the solution for climate change problems.

Espaços dinâmicos em plataformas LMS

Tese de mestrado, Educação (Tecnologias da Informação e Comunicação e Educação), Universidade de Lisboa, Instituto de Educação, 2010

Resolução de problemas em contexto geométrico : o estudo de trângulos no 7.º ano

Relatório da prática de ensino supervisionada, Mestrado em Ensino de Matemática no 3.º Ciclo do Ensino Básico e no Secundário, Universidade de Lisboa, 2011

Viver a leitura : a dinamização da leitura na Biblioteca Qe

Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2011

Um objeto, um ponto de partida : uma exploração em Desenho A, 11º ano

Relatório da Prática de Ensino Supervisionada, Ensino das Artes Visuais, Universidade de Lisboa, 2013

As tecnologias móveis no processo de ensino e aprendizagem da língua inglesa

Trabalho de projeto de mestrado, Educação (Tecnologias de Informação e Comunicação e Educação à Distância), Universidade de Lisboa, Instituto de Educação, 2013

What is poetic attention

Tese de doutoramento, Estudos de Literatura e de Cultura (Teoria da Literatura), Universidade de Lisboa, Faculdade de Letras, 2014

iPad na aula de língua inglesa : tecnologias móveis para desenvolver a comunicação oral

Trabalho de projeto de mestrado, Educação (Área de especialização em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2014

A forma do tempo : a timeline interativa como meio de visualização temporal

This thesis takes a theoretical and practical approach to data visualization, focusing in particular on interactive timelines as a means to mapping historical/cultural narratives. It seeks to understand how timelines can efficiently communicate a historical narrative, enhancing the topic’s comprehension whilst relating it to the surrounding context. For this purpose, an interactive timeline on Design in Portugal from 1900 to present, was conceptualized and developed. The research adopted a descriptive methodology. The theoretical framework depicts the basic concepts, models and taxonomies associated to timelines, which derive from the main studies available on the matter. From this, a model for the analysis of three case studies – Idea Line (2002), The Path of Protest (2011) and British History Timeline (2006) – was proposed. The selection criteria shows that they refer to interactive timelines depicting a historical narrative, in addition to being as heterogeneous as possible with respect to the themes presented and conveyed purposes. The comparative analysis produced a set of thoughts, conclusions and principles, subsequently considered and applied in the development of the timeline presented. The results of this study point to the decisive role of visual setup of the time axis and user tasks in the interpretation of information. The effective implementation of the timeline Design in Portugal: from 1900 to present, contributes to the study of timelines as information devices with its own characteristics and capabilities, promotes associated research and theoretical systematization and, on a pragmatic note, helps creating the basis for the gathering, compilation and presentation of relevant information on design in Portugal, providing the academic and professional community with an effective tool for referring and learning