An analysis of teachers' environmental concerns: use of a conceptual change model

Tese de doutoramento em Ciências da Educação

O desenvolvimento de um modelo de ensino virtual num contexto de investimento incipiente em e - learning: progressos e desafios

Este artigo relata o desenvolvimento de um modelo de ensino virtual em curso na Universidade dos Açores. Depois de ter sido adotado na lecionação de disciplinas da área da Teoria e Desenvolvimento Curricular em regime de e-learning e b-learning, o modelo foi, no ano académico de 2014/15, estendido à lecionação de outras disciplinas. Além de descrever o modelo e explicar a sua evolução, o artigo destaca a sua adoção no contexto particular de uma disciplina cuja componente online foi lecionada em circunstâncias especialmente desafiadoras. Neste sentido, explica o processo de avaliação da experiência, discute os seus resultados e sugere pistas de melhoria. Essa avaliação enquadra-se num processo de investigação do design curricular – a metodologia que tem sido usada para estudar o desenvolvimento do modelo.

Relatório de estágio

I - As minhas expectativas eram elevadas pois este regresso à Escola Superior de Música de Lisboa permitia-me voltar a trabalhar com os professores que me formaram como músico e professor e com eles poder actualizar-me sobre vários temas ligados à pedagogia. Este aspecto é muito importante pois chego à conclusão que o tempo por vezes provoca-nos excesso de confiança que parece “cegar-nos” não nos deixando ver erros pedagógicos muitas vezes evitáveis. Quando ingressei neste estágio sentia-me confiante e seguro quanto às minhas capacidades como professor. O momento de viragem na minha perspectiva do estágio dá-se quando surgem as observações/gravações e respectivas análises e reflexões das aulas. Procurei trabalhar nessas aulas da forma mais natural possível pois o meu objectivo era observar o meu trabalho diário. A primeira observação das aulas permitiu-me anotar algumas coisas menos boas. Contudo, quando essa observação foi feita com o professor de didática os aspectos menos positivos ganharam uma enorme proporção: (1) falhas ao nível da instrução: demasiado longo, (2) feedback de pouca qualidade ou eficácia , (3) pouca percentagem de alunos que atingiam os objectivos., (4) ritmo de aula por vezes baixo devido a períodos longos de instrução ou devido a uma má gestão do espaço. Todos estes problemas eram mais visíveis quando as turmas eram maiores. Ao longo do estágio, e após a detecção destas falhas, fui procurando evitar estas práticas em todas as turmas onde leccionava. Senti que o ritmo de aula aumentou substancialmente não apenas à custa da energia do professor e de boas estratégias mas porque sobretudo se “falava menos e trabalhava-se mais”. Os erros dos alunos passaram a ser corrigos enquanto trabalhavam (feedback corretivo próximo do momento positivo ou negativo), o feedback positivo passou a ser mais destacado, a disposição da sala alterou-se de forma aos alunos estarem mais perto do professor, e este procurou ser menos “criativo” no momento de alterar o plano de aula devido a ideias momentâneas o que provocou mais tempo para cada estratégia e para que mais alunos fossem atingindo os objectivos. Apesar da evolução no sentido de proporcionar aos alunos aulas mais rentáveis e de ainda melhor qualidade, existe a consciência que alguns dos erros cometidos eram hábitos e como tal poderão levar algum tempo a ser corrigidos. Contudo, existe a consciência e a vontade em debelá-los da minha prática docente.

Modellus: Learning Physics with Mathematical Modelling

Tese de doutoramento em Ciências da Educação, área de Teoria Curricular e Ensino das Ciências

Avaliação e a Qualidade das Práticas de Inclusão para Alunos com PEA: Escala LAQI (Louisiana Autism Quality Indicators)

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial, domínio Cognição e Multideficiência

Blended Learning project with Applied Optics. Case study

To show with the case of Applied Optics (AO), the adequacy of blended learning to the teaching/learning process in experimental Science and technology (S&T).

Moodle e ensino-misto (b-learning)

Dissertação de mestrado em Geologia para o ensino

Vulnerability of mediterranean watersheds to climate change

Desertification is a critical issue for Mediterranean drylands. Climate change is expected to aggravate its extension and severity by reinforcing the biophysical driving forces behind desertification processes: hydrology, vegetation cover and soil erosion. The main objective of this thesis is to assess the vulnerability of Mediterranean watersheds to climate change, by estimating impacts on desertification drivers and the watersheds’ resilience to them. To achieve this objective, a modeling framework capable of analyzing the processes linking climate and the main drivers is developed. The framework couples different models adapted to different spatial and temporal scales. A new model for the event scale is developed, the MEFIDIS model, with a focus on the particular processes governing Mediterranean watersheds. Model results are compared with desertification thresholds to estimate resilience. This methodology is applied to two contrasting study areas: the Guadiana and the Tejo, which currently present a semi-arid and humid climate. The main conclusions taken from this work can be summarized as follows: • hydrological processes show a high sensitivity to climate change, leading to a significant decrease in runoff and an increase in temporal variability; • vegetation processes appear to be less sensitive, with negative impacts for agricultural species and forests, and positive impacts for Mediterranean species; • changes to soil erosion processes appear to depend on the balance between changes to surface runoff and vegetation cover, itself governed by relationship between changes to temperature and rainfall; • as the magnitude of changes to climate increases, desertification thresholds are surpassed in a sequential way, starting with the watersheds’ ability to sustain current water demands and followed by the vegetation support capacity; • the most important thresholds appear to be a temperature increase of +3.5 to +4.5 ºC and a rainfall decrease of -10 to -20 %; • rainfall changes beyond this threshold could lead to severe water stress occurring even if current water uses are moderated, with droughts occurring in 1 out of 4 years; • temperature changes beyond this threshold could lead to a decrease in agricultural yield accompanied by an increase in soil erosion for croplands; • combined changes of temperature and rainfall beyond the thresholds could shift both systems towards a more arid state, leading to severe water stresses and significant changes to the support capacity for current agriculture and natural vegetation in both study areas.

A ingerência do conhecimento explícito no conhecimento tácito: a técnica Alexander e a prática e ensino da flauta

Doutoramento em Música

O conhecimento e inovação como factor de sucesso de uma organização : o caso Sport Lisboa e Benfica

Mestrado em Gestão e Empreendedorismo

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’.

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.

Relatório de estágio em Educação Pré-Escolar

Mestrado em Educação Pré-Escolar

Democratic dialogue and collective learning in the context of self-managed teams

This paper provides a longitudinal, empirical view of the multifaceted and reciprocal processes of organizational learning in a context of self-managed teams. Organizational learning is seen as a social construction between people and actions in a work setting. The notion of learning as situated (Brown & Duguid 1989, Lave& Wenger 1991, Gherardi & al. 1998, Easterby-Smith & Araujo 1999, Abma 2003) opens up the possibility for placing the focus of research on learning in the community rather than in individual learning processes. Further, in studying processes in their social context, we cannot avoid taking power relations into consideration (Contu & Willmott 2003). The study is based on an action research with a methodology close to the ‘democratic dialogue’ presented by Gustavsen (2001). This gives a ground for research into how the learning discourse developed in the case study organization over a period of 5 years, during which time the company abandoned a middle management level of hierarchy and the teams had to figure out how to work as self-managed units. This paper discusses the (re)construction of power relations and its role in organizational learning. Power relations are discussed both in vertical and horizontal work relations. A special emphasis is placed on the dialectic between managerial aims and the space for reflection on the side of employees. I argue that learning is crucial in the search for the limits for empowerment and that these limits are negotiated both in actions and speech. This study unfolds a purpose-oriented learning process, constructing an open dialogue, and describes a favourable context for creative, knowledge building communities.

Change Processes and Future Perspectives in the Knowledge Society. The Example of Clothing and Textile Industry

The paper examines change processes und future perspectives in the knowledge society. It presents the clothing and textile industry as an example for a transforming industry in a global economy. The paper reviews existing future studies, which have surveyed change processes and future developments in the clothing and textile industry. Main goals of the review are the identification of changes in work and the description of the restructuring of global value chains within the clothing and textile sector. The paper also highlights major current trends, drivers of change and future prospects in this sector.