A Revista Indagatio Didactica constitui-se num espaço editorial da responsabilidade do Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF/UA), estando, portanto, alinhada com a missão deste Centro – “produzir conhecimento capaz de contribuir para a formação de cidadãos capazes e críticos e para a criação de um mundo melhor” (CIDTFF, 2020). A investigação em educação, de cariz teórico ou empírico, desenvolvida fundamentalmente por académicos, nacionais e internacionais, é usada e transformada para promover práticas profissionais de inovação em contextos educativos diversificados. Trata-se de uma revista online, de âmbito internacional, dirigida principalmente a investigadores, embora com interesse para decisores políticos, professores, formadores e outros, que pretende proporcionar situações de comunicação entre os autores dos textos e a generalidade da comunidade educativa. Visa o desenvolvimento do espírito de indagação e ação críticas, pela descoberta de relações entre o conhecimento criado pelo autor do texto e o conhecimento dos leitores sobre as realidades com que convivem e em que atuam. A Indagatio Didactica estrutura-se em quatro secções, consoante o foco da investigação desenvolvida, que devem ser lidas como um todo coerente e não de forma atomizada: • Desenvolvimento Curricular e Didática; • Tecnologias (Digitais) em Educação; • Políticas e Avaliação em Educação; • Supervisão em Educação.
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
The authors keep the copyright for their work, assigning the first publication rights to the journal. The Journal Indagatio Didactica is under the CC BY 4.0 license. Model copyright statement to be submitted when the article is accepted for publication: Copyright Statement PT | Copyright Statement EN
Virtual laboratories in secondary science teaching: A systematic literature review between 2021 and 2023
This Systematic Literature Review article explores the use of Virtual Laboratories (VLs) in secondary science education, focusing on three central questions: (1) how have VLs been approached in science classes, (2) what is the impact of these laboratories on student performance and the development of science competencies, and (3) how do they contribute to overcoming structural and infrastructural barriers in science education, especially in varied socioeconomic contexts. The different phases of the review process included: defining objectives/questions, search equations and databases; determining inclusion and exclusion criteria; defining the search strategy; and presenting and discussing the results. Following the established protocol, 100 articles were located in 3 scientific databases (Scopus, WoS and ERIC), identifying only 4 works, published between 2021 and 2023, with the potential to respond to the intended purposes. The results suggest that: (1) VLs are approached as complements to traditional practical classes and viable alternatives to physical laboratories, adapting to different contexts and educational needs; (2) VLs have a positive and multifaceted impact on student performance and the development of science skills in secondary education and (3) they play a crucial role in overcoming structural and infrastructural barriers in science education, providing an accessible alternative for experiments, as well as ensuring continuity of learning in contexts with limited socioeconomic resources.
Copyright (c) 2025 Bruno Salgado Cole, Rute Sónia Loureiro de Moura, Thiciana Silva Sousa Cole, Osvaldo Carlos André, Elisabete Cruz
Body, Dance and Physical Education Curriculum
The study aimed to analyze the scientific production of the relationships that are being woven between the body, dance, and Physical Education curriculum in Brazil. It is characterized as documentary research of secondary character in public sources. Sixteen articles indexed in the Scielo and Lilacs databases were selected from an initial search of 995 articles. The relationship between dance, body, and the Physical Education curriculum (analytical categories) took different configurations in the included articles. The rigorous, categorical, and thematic investigation led us to establish four empirical categories that structure the relationships between dance, body, and the Physical Education curriculum: Instrumentalization of the Body, Gender, Language and Epistemology. We conclude by recognizing that the relationship between body, dance and the Physical Education curriculum was not established as a direct object in the articles mapped in this documentary research. However, these articles contribute to a better understanding of how the Physical Education curriculum has been appropriating discussions about the body in its intersection with dance.
Copyright (c) 2025 Adriana de Faria Gehres, Lívia Tenorio Brasileiro, Marcos Garcia Neira, Fabio Luís Santos Teixeira
Autonomy and affectivity in the training of the music teacher for regular education: a case study with teaching degree students
The present study proposes an investigation into teaching and learning practices in the field of music teacher training for regular schools, focusing on issues of autonomy and affectivity. Through qualitative research in the form of a case study, five students from a music teaching degree program which trains educators for basic education, at a public university in Brazil, were interviewed to record their perceptions regarding autonomy during the course and how this could reflect in their pedagogical practices. During the analysis of the collected data, it was possible to identify moments in which issues related to affectivity positively or negatively influenced the teaching and learning processes. The results indicated that among the interviewees, there is a predominant desire to adopt a teaching style that promotes autonomy and considers affectivity as an important part of their students’ development, even if they may have experienced neg­ative controlling situations in the past. This highlights a necessary connection, evident in the collected data, between these two aspects. Nevertheless, there seems to be some confusion between being controlling and fulfilling the expected role of an educator (teaching methodically), emphasizing the need to foster reflections on the topic, as proposed by this research.
Copyright (c) 2025 Ana Luiza Braga de Brito Lira, Silvia Cordeiro Nassif
First steps with the flipped classroom in higher education: an analysis of student engagement in computer science courses
This study presents the results of an exploratory, qualitative research that analyzed the initial steps of implementing the flipped classroom methodology in higher education, within an undergraduate computer science program at a private Brazilian institution. Classes were conducted online and synchronously, with a focus on practical activities during meetings and the prior consumption of diverse materials (videos, texts, podcasts) outside the classroom. Data were collected through weekly questionnaires aiming to monitor students’ engagement with the materials and understand the reasons for any lack of participation. Descriptive and inferential analyses, including the chi-square test, revealed significant differences between the two classes regarding resource consumption and the reported reasons for non-engagement. The class held on Mondays showed greater adherence, whereas the Friday class had a higher rate of students reporting lack of time. The experience revealed the potential of the methodology, such as increased personalization and active engagement, while also highlighting challenges like the influence of contextual factors and the absence of automated mechanisms for tracking engagement. It is concluded that the flipped classroom is a viable approach but requires careful planning adapted to the specific needs of the students.
Copyright (c) 2025 Jardel Lucas Garcia, Querte Teresinha Conzi Mehlecke
Atenção visual em crianças surdas: revisão sistemática (2000-2019)
Deafness appears to be associated with a decrease in executive functions. Deaf children are perceived and framed more based on their limitations than on their potentialities. Early exposure to spoken or signed language, combined with the development of visual attention, can contribute to greater autonomy and social inclusion of deaf children. The objective of the study is to identify and analyze the main approaches to visual attention in deaf children, from 2000 to 2019. This is a systematic review based on the Scopus and Web of Science databases, highlighting the objectives, instruments used, and conclusions reached. Using a PRISMA table, from 58 studies obtained, 15 articles that met the inclusion criteria were validated for analysis. The analysis was based on age range, reflecting the periods of development of visual attention. The studies converge on the perspective of the development of visual attention in deaf children, going from a period of disadvantage in relation to hearing children in the first years of the child’s life to an improvement after adolescence. Given the frequent difficulty in detecting visual stimuli quickly, we can conclude that early exposure of deaf children to language, whether spoken or signed, produces better results for the development of executive functions than exposure to sound.
Paula Ângela Coelho Henriques dos Santos
Copyright (c) 2025 João Dele, Anabela Maria Sousa Pereira, Paula Ângela Coelho Henriques dos Santos, Paulo Jorge Pereira Alves
Specialized Content Knowledge about rational numbers: a study with Portuguese teachers from the 1st and 2nd cycles of basic education
This article presents research that analyzes the Specialized Content Knowledge (SCK) of Portuguese teachers from the 1st and 2nd Cycles of Basic Education, focusing on the topic of rational numbers. To study this dimension of mathematical knowledge for teaching, a mixed methodological approach was adopted. 61 teachers participated in the study. For data collection, a set of multiple-choice questions related to the topic of Numbers were used, originally developed by the research group at the University of Michigan (USA) within the scope of the Learning Mathematics for Teaching project, later translated and validated for the Portuguese context. Interviews were also conducted with selected teachers. The central question of the research was: How do Portuguese teachers perform in questions about rational numbers that require specialized content knowledge? The results reveal that the participating teachers show difficulties in solving questions that require SCK. Their responses often reveal an approach based on the application of rules and procedures or on examples, to the detriment of a deeper conceptual understanding of the content involved.
Copyright (c) 2025 Catarina Vasconcelos Gonçalves, Maria Alexandra Gomes
Experimentation as a learning strategy for developing critical thinking capabilities in the teaching of Science
Experimentation in science teaching can be a learning strategy that promotes questioning and discussions, strengthens students’ intellectual autonomy and increases their interest in activities, skills necessary for the development of critical thinking. In this sense, the central question of this study arises: Can the implementation of experimentation as a learning strategy in science teaching contribute to the manifestation of students’ critical thinking? Thus, the general objective was established: to analyze the results of the implementation of experiments as a learning strategy in Science Education for the development of critical thinking skills in the two initial years of Fundamental Education. The research, from a qualitative approach, of the intervention-action type, follows a cyclic process composed of four phases, namely: planning, analysis, observation and reflection. Form data given by means of self-assessment scales for students in the proposed activities, performance protocols and field diaries. The study was carried out in a municipal school on the coast of Espírito Santo, with a 5th year class. The results, analyzed in light of Ennis’s taxonomy of critical thinking, share the idea that the activities experienced, as a learning strategy, proposals not taught in science can favor the manifestation of critical thinking in the first years of school life.
Copyright (c) 2025 Élvis David Cardoso Nascimento, Betania Jacob Stange Lopes, Francislê Neri de Souza
An educational strategy for teaching addition reactions in high school through 3D modeling and printing
This research developed a didactic proposal grounded in the use of 3D modeling and printing as a pedagogical strategy to facilitate the learning of organic addition reactions in high school. The adoption of this approach is justified by its potential to render abstract content more accessible, fostering spatial visualization of molecules and a deeper understanding of reaction mechanisms. Employing a qualitative, descriptive, and case study methodology, the intervention was implemented with 40 students from the third year of high school at a public school in Belém, Pará, Brazil. The proposal was structured in three stages and utilized audio recordings and test responses as data collection instruments, which were analyzed through content analysis and the IRaMuTeQ software. The results indicated that the proposal supported students’ understanding of hydrohalogenation, hydration, and hydrogenation reactions, although a moderate level of comprehension was noted specifically for hydrohalogenation. This study contributes to the field of Chemistry Education by demonstrating that the incorporation of technologies such as 3D modeling and printing can enhance the learning of abstract concepts, stimulate student engagement, and promote active knowledge construction. Further research is recommended to refine and expand the proposal in diverse educational contexts.
Copyright (c) 2025 Letícia Raquel Amaro dos Santos, Andréia Francisco Afonso, Ronilson Freitas de Souza
Collaboration in Global Citizenship Education studies: a narrative literature review
Although recognised in national and international education policies, Global Citizenship Education (GCE) remains a residual presence in the formal curriculum, often restricted to one-off activities focused on the cognitive and socio-emotional dimensions of learning. However, research highlights the potential of collaboration between institutional actors (schools, universities, and civil society organisations) to strengthen a behavioural dimension of learning, which empowers teachers and students to transform local and global realities. This article, based on a Narrative Literature Review (NLR), analyses the characteristics, potential, and challenges of collaborative work in GCE, starting with the question: ‘How is collaboration viewed in GCE studies?’. To this end, a two-stage review was carried out: (1) analysis of articles and chapters in Portuguese, English and Spanish (2012-2024) indexed in six databases; (2) expansion to non-indexed specialised journals. The results show that collaboration in GCE between academic institutions and non-governmental organisations is beneficial in GCE, with intra/inter-institutional and school-community networks standing out as catalysts for pedagogical innovation, knowledge and global competences. However, challenges persist, such as cultural/linguistic barriers, power asymmetries, and financial or technical constraints, which must be considered when designing partnerships in GCE.
Copyright (c) 2025 Carla Madalena Mourão, Mónica Lourenço
Editorial of the July issue of Indagatio Didactica Online Journal
The July 2025 issue of Indagatio Didactica magazine includes 11 articles covering the sections Didactics and Curriculum Development (5); (Digital) Technologies in Education (4) and Education Policy and Assessment (2). The various articles cover topics from different fields of action and research, produced by authors from Portuguese, Brazilian and Angolan institutions.
Attractiveness of teaching in Brazil: a study based on thesis and dissertation production
In light of the ongoing teacher shortage that continues to concern both policymakers and academic researchers in Brazil, the issue of how to attract and retain individuals in the teaching profession has gained increasing prominence within the educational discourse. This article examines how the theme of teaching attractiveness has been addressed in Brazilian academic research, specifically through an analysis of dissertations and theses indexed in the Coordination for the Improvement of Higher Education Personnel (CAPES) catalog between 2010 and 2024. Adopting a qualitative approach grounded in systematic literature review methodology, this study analyzed twenty-six selected works. Thematic content mapping led to the identification of core categories that reveal prevailing research trends. The findings indicate a predominant focus on the attractiveness of teaching for pre-service teachers, while significantly fewer studies explore this theme from the perspective of in-service teachers currently engaged in the profession. This imbalance suggests a potential disconnect from the lived realities of practicing educators and may limit a comprehensive understanding of the factors influencing teacher retention. Nevertheless, across all thematic categories analyzed, a consistent portrayal of the low attractiveness of the teaching profession in Brazil emerges as a critical concern.
Copyright (c) 2025 Francisco Calóia Hombo Alfredo, Andreza Barbosa
Perspectives and Challenges for the Adoption of b-learning Practices in the Context of a HEI in Angola
Despite the expansion and growing integration of Information and Communication Technologies (ICT) within the knowledge society, their impact in the field of education has not yet been proportional. Blended learning (b-learning) emerges as an innovative proposal that combines the best of face-to-face and online interactions in order to promote new possibilities for teaching and learning. This study aims to understand the perspectives and challenges faced by the government, the institutional presidency, teachers, and students of a Higher Education Institution (HEI) regarding the integration of b-learning into the educational process. Methodologically, a qualitative approach was adopted, based on a case study. The participants included the president of the HEI, five ICT teacher trainers, twelve lecturers, and twenty-one students. Data were collected through documentary analysis and focus groups, and subsequently analysed using content analysis techniques. The findings revealed that the government, institutional leadership, teachers, and students hold a favourable view towards the adoption of b-learning within the educational system. However, they also highlight a misalignment between governmental policies and the actual conditions of HEIs for implementing b-learning, evidenced by technological infrastructure and technical support deficiencies, curricular limitations, a lack of initial and ongoing teacher training in Digital Technology, and insufficient knowledge of appropriate pedagogical models for integrating b-learning. It is concluded that the effectiveness of b-learning requires alignment between infrastructure, curriculum, pedagogical models, and teacher training, taking into account Angola’s specific context. The flipped classroom stands out as a viable strategy, mitigating technological constraints and promoting pedagogical flexibility.
Copyright (c) 2025 Manuel Teixeira, Altina Ramos
Joga-Mate: Integrating Games into Mathematics Education
It is with great pleasure that we present this special issue of Indagatio Didactica, dedicated to the Joga-Mate International Conference, held at the University of Aveiro on February 21 and 22, 2025. This event brought together teachers, researchers, and educators to explore the integration of game-based strategies and methodologies in mathematics teaching. The nine articles selected for this special issue, written in English or Portuguese by 21 authors, present a variety of activities, both digital and physical, that use games and playful approaches to enrich the teaching of mathematics. These initiatives stand out for promoting student motivation, teamwork, problem-solving, and the development of essential skills. The contributions reflect innovative practices that combine the rigor of mathematical content with interactive methodologies, making learning more meaningful and effective.
Mathematical Treasure Hunt at UA’s Summer Academy
Team games offer more than just simple fun. They promote social interaction, communication, cooperation, and healthy competition. These same benefits can be harnessed in educational settings. Gamification strategies have been increasingly adopted in education. In addition to the benefits already mentioned, they also help to increase student engagement and motivation, consolidate knowledge, and improve learning outcomes (Morando and Turconi, 2022; Morando and Spreafico, 2023; Pais and Hall, 2024). This paper presents a mathematics activity carried out during the Summer Academy at the University of Aveiro with 5th and 6th grade students, aged between 10 and 12 years, from diverse places, as well as their perceptions regarding the activity. The activity involved participating in a treasure hunt-style game entitled Basket of Problems, in which teams were challenged to solve a series of problems — in this case, mathematical ones. The solutions to these problems led to the discovery of a magic word. To assess the participants’ perceptions of the activity, a questionnaire was administered. The results indicate that the participants found the activity enjoyable, appreciated working in teams, applied their mathematical knowledge in a playful way, and felt that the activity helped them better understand the importance of mathematics. Furthermore, the results show that the participants would like to carry out activities of this kind in their regular mathematics lessons.
Boxes of Antiderivatives and Trigonometric Twins
The use of board games in maths teaching can be an effective strategy for making learning more engaging and meaningful. In this paper, we present mathematical games that can help teach antiderivatives and inverse trigonometric functions, fundamental concepts in a Calculus course. Using games as a teaching resource stimulates logical thinking, promotes active learning and fosters teamwork, encouraging collaboration between students. In addition, by transforming mathematical challenges into a playful experience, games can reduce anxiety about the subject and improve understanding of the content. The proposed approach seeks to combine theory and practice, demonstrating that maths teaching can be both challenging and motivating.
The Use of Games in Mathematics Learning: An Experience with Primary School Teachers
This article presents a workshop aimed at teachers from the 1st to 6th grades on the use of games as a pedagogical strategy for teaching mathematics. The workshop, part of the Mathematics in the Early Years 2024 conference, included the exploration of five educational games – Euclid’s Regatta, Garden Animals, Monster Samples, Islands Game, and Mathematical Twins – each one designed to address different mathematical topics, such as Euclidean geometry, descriptive statistics, rational numbers, and mathematical communication. The playful approach adopted aimed to promote the understanding of mathematical concepts through experimentation and interaction, emphasizing the importance of concrete manipulation and mathematical communication in the learning process. One of the highlights was the use of origami to explore geometric axioms, allowing for mathematical constructions as alternatives to those performed with a ruler and compass. To assess participants’ perceptions of the use of gamification in the teaching-learning process of mathematics, a questionnaire was conducted. The results indicate that teachers recognize the potential of games in motivating students, as well as in engaging them in the teaching-learning process, contributing to better academic performance. Additionally, they suggest that participants intend to incorporate this resource into their teaching practices. The experience reinforces the need to integrate interactive approaches in education, highlighting the applicability of educational games as effective tools for improving student engagement and performance in mathematics.
A Hangman Game in the Teaching of Mathematics
The teaching of mathematics is often approached from a solely theoretical point of view which hampers the learning process of abstract concepts. The use of mathematical games allows to ease the jump between the abstract and the concrete through a ludic and captivating approach. In this article, we explore a new mathematical game. Based on the widely known hangman game, the goal of this mathematical hangman game is to facilitate the knowledge acquisition of certain concepts such as prime number factorization, the greatest common divisor, estimation via square roots, etc. This mathematical hangman game allows for students from primary school up to high school to learn concepts connected to the structure of numbers through its exploratory approach.
Application of Games in Mathematics Teaching
Education in Portugal has undergone changes over the past few decades. It has shifted from a teacher-centered approach to a more dynamic, student-focused teaching style that emphasizes learning. The subject of Mathematics has not always been well received by students due to the need to memorize certain concepts. This article aims to reflect on the use of games in mathematics education, with the goal of increasing student motivation for the subject. Making the way mathematics is taught more attractive and motivating, facilitates its study, enhancing the success achieved in the subject. This is the main objective of using games in mathematics classes: to promote successful learning in the subject.
Pi Museum: an Educational Escape Room for Learning Mathematics
This paper presents the implementation of a virtual educational escape room (EER) titled “Pi Museum”, designed to promote interactive mathematics learning within the context of the International Day of Mathematics, celebrated on March 14th, also known as Pi Day. The EER was developed on the Genially platform and applied to 6th-grade classes in a Portuguese school as a formative assessment tool. The escape room’s theme was structured to reinforce students’ knowledge of the number Pi, its history, and applications, as well as to consolidate concepts of perimeter, area, and volume, always involving the number Pi whenever possible. The experience showed that gamification facilitates knowledge acquisition, improves student motivation, and fosters teamwork. The results indicate that students felt engaged and motivated, rating the experience as enriching and fun. The methodology used was based on solving interactive mathematical challenges, promoting an innovative approach to teaching. The EER also offered the possibility of developing transversal skills, which are fundamental for students’ overall development.
Development of skills through a math escape room
Today’s students, in addition to acquiring knowledge, must be able to develop other skills, such as critical and creative thinking, problem-solving ability, cooperation, communication in different contexts, autonomy, self-regulation and empathy. In this context, a physical escape room with an original design was created with the objective, not only of developing the aforementioned skills, but also of consolidating, assessing and even introducing new mathematical content, depending on the participants’ grade level. The five challenges of this escape room and its implementation in two phases, in a study room setting and within the scope of the Summer Academy of the University of Aveiro, are briefly described. In this educational approach, participants are immersed in an engaging narrative that creates a state of flow, while solving the math puzzles and deciphering the codes that allow to move on to the next challenge. After the experience, participants answered a questionnaire, using the SurveyMonkey tool. The results are presented and discussed. The importance of careful planning for this type of activity is also highlighted to ensure the success of the experience and its effectiveness as a pedagogical tool.
This paper introduces an educational game designed to foster critical thinking, problem-solving, and collaborative learning through mathematics. Inspired by the Open Middle Math Problems Framework, the game offers an engaging way to challenge students’ mathematical thinking by moving beyond routine exercises into a collaborative and competitive game environment. Players, organized in teams, engage with a variety of mathematical challenges that demand strategic thinking, precise execution, and time management. Open Middle Problems are characterized by having fixed start and end points – all students start with the same initial problem and there is typically one correct or optimal answer. However, they allow for diverse solution strategies and approaches along the way. This “open middle” encourages students to explore multiple pathways, develop mathematical reasoning, and communicate their thought processes, making it a powerful tool for cultivating a deeper understanding of mathematical concepts. Beyond enhancing student engagement in mathematics, the game is a valuable resource for educators seeking to make mathematics instruction more interactive and impactful. By transforming traditional problem-solving tasks into playful competitions, the game bridges the gap between academic rigor and entertainment. It encourages students to persist through complex problems, reflect on their strategies, and develop confidence in their mathematical abilities.
Matematrix: An interactive game for learning maths
Student motivation continues to be one of the biggest challenges in the teaching and learning of maths. Matematrix emerged in 2004/2005 as an innovative response aimed at promoting a playful and interactive approach, transforming maths into a dynamic and engaging experience for students. Matematrix is an online game based on an annual competition where students, organised into teams, solve stimulating mathematical challenges every week, encouraging curiosity, resilience and teamwork. In this game, teams from different primary schools and different regions interact with each other in a cumulative competition over the weeks, which promotes the confrontation of answers and stimulates the development of problem-solving skills. This article presents the structure and dynamics of Matematrix and the principles underlying the formulation of the weekly problems. It also presents some results regarding student participation over the years, namely the number of teams enrolled and the average weekly participation, as well as some perceptions of the students and teachers involved. The data on participation, supported by the perceptions gathered, seem to reinforce the role of this game in developing problem-solving and mathematical communication skills. Thus, it can be considered that this educational strategy can contribute to more enthusiastic and effective learning, promoting a love of maths and encouraging the active involvement of students in their learning.
The “evaluative footprints” of science education projects involving cooperation: literature review (2000-2022)
The international development agendas have set several goals over the past two decades, including “quality education” and the establishment of partnerships that enhance the achievement of this goal. Although scientific education is an integral part of quality education, the impact of projects in these areas remains under-researched; therefore, it is essential to consider evaluation as a scientific field capable of promoting methodological practices aimed at contributing to the improvement of processes and the effective attainment of objectives. This study aimed to define the “evaluative footprint” of science education projects (SEPs) that involved cooperative processes. The relevant literature was identified through a literature review based on ‘clustering’ across five micro-clusters: three pertaining to theoretical axes (evaluation, cooperation, and science education) and two related to context (level and type of education). A final corpus of nine articles was obtained. In line with the research objective, the identification of the “evaluative footprint” is based on the analysis of the following aspects: (i) evaluation objectives of each SEP, (ii) identification of an evaluation model/approach (including methodological choices), and (iii) the respective roles of different actors (people/organizations). Based on this characterization, the evaluation processes of the SEPs are framed within three paradigms (positivist, constructivist, and socioconstructivist). Aside from a scarcity of studies at the intersection of the areas of interest, the emerging panorama identifies “footprints” (by study and analysis point) predominantly within a positivist perspective. Furthermore, a lack of theoretical grounding is evident. These findings suggest an underutilization of evaluation as a relevant scientific field, compromising the process of achieving project goals.
Copyright (c) 2024 Helena Isabel Caçador, Betina Silva Lopes, Rafael Galupa, Olga Santos, Mariana R. P. Alves
Teacher training in the design of learning scenarios and peer assessment
This article presents and analyses the results of an exploratory study conducted with teachers who had participated in a training course on active learning scenarios, in order to understand the benefits and constraints they identified in terms of (1) confidence to implement more dynamic learning situations with students, and (2) implementation of sustainable formative assessment strategies based on constructive peer feedback. Data was collected through an online questionnaire and analysed qualitatively and quantitatively. The analysis clearly shows the positive impact of the training on developing teachers’ confidence in creating active learning scenarios and implementing formative peer assessment, highlighting the crucial role of the digital tools used in this progress. On the other hand, the intention to implement the scenarios addressed does not seem to be associated with factors such as age, professional experience, previous experience with scenarios or peer assessment, revealing some caution and scepticism about the effective implementation of these methodologies in the classroom. Participants’ perceptions suggest the influence of other aspects related to their professional contexts.
Copyright (c) 2024 Vera Cunha Monteiro, Alda Pereira
#Repealsnewsecondaryeducation: spacial syntaxes on the (non) reform of Brazilian secondary education
What are the spatial syntaxes linked around #revogaensinomedio on the social networks Instagram and X? The aim is to understand how these social networks contribute to expanding the debate on the place of secondary education reform initiated by law 13415/17. The theoretical framework is anchored in Cyberculture subsidies proposed by Pierre Levy (2010), Robert Kozinets (2014) and with regard to High School, we opted for critical contributions from Acacia Kuenzer (2000) and Juarez Dayrrel (2011) in which refers to life and schooling projects at this stage. The methodology used is structured in a Netnography, that is, virtual ethnography. The results indicate that social networks have helped to keep the discussion around this teaching stage alive, mainly signaling syntaxes of political dissatisfaction.
Copyright (c) 2024 Murilo Eduardo dos Santos Nazário, Caio Cesar Portugal
Creative process of adapting a picture book for theater: a writing session with Education students
Childhood literature opens up to (possible/probable) worlds, whose experience by adults and children results from the dialogic relationship between author, reader, and text(s). The unique expressiveness of the stage requires a careful creative process when adapting these works for theater. Writing workshops are privileged creative spaces that challenge participants, stimulating their creativity and developing their skills in analysis, reflection, and authentic production of different texts and textual genre models—in this case, literary ones intended for children. It is within this context that a proposal for an open creative writing workshop was developed for Education students in Higher Education, facilitated by an instructor specialized in Education and Portuguese. Based on the analysis of a children’s picture book, students were asked to individually create a theater scene focusing on one character and integrating it into the dramaturgy of a project still in development. To achieve this, the initial work and the dramaturgical structure of the project were collaboratively analyzed, with additional scenes created by participants being incorporated. The processes prior to drafting and the revision phase were shared among participants. Reflecting on the session’s development, the following objectives were pursued: (i) analyze the participants’ productions in the study and (ii) reflect on the potential of writing sessions for theater. A content analysis was conducted, revealing that the participants’ sensitive and creative written production, stemming from the collaborative activities carried out during the session, demonstrates the immense possibilities that adapting this (and other) picture books offers. From this didactic experience, we present a proposal for designing and implementing a creative writing session.
Application of the Fedathi Sequence and Augmented Reality in the Teaching of Geometric Solids for Teacher Training
This article aims to describe the experience of teaching geometric solids using the Sólidos RA application and the Fedathi Sequence methodology with Mathematics and Pedagogy teachers. The class was conducted as part of a doctoral program, focusing on the integration of digital technologies to promote interactive and practical teaching. The research, qualitative in nature and based on an experience report, highlighted the effectiveness of the Fedathi Sequence in fostering an investigative and autonomous stance among participants. The results indicated that the use of Augmented Reality facilitated the understanding of geometric concepts and increased postgraduate engagement by promoting a more visual and interactive learning process. Participants reported challenges related to technological adaptation and the use of applications but acknowledged the potential of these tools to transform mathematics teaching in Elementary School. It is concluded that the integration of technology and the Fedathi methodology can significantly contribute to teacher training, providing innovative and collaborative experiences.
Copyright (c) 2024 Paulo Vitor da Silva Santiago, Lara Ronise de Negreiros Pinto Scipião, Maria José Costa dos Santos
Collaborative work practices in educational teams – perspectives of participating teachers
School has sought to implement new work dynamics, driven not only by legal regulations, but also to find answers to the countless challenges it faces. Therefore, it has sought, among other measures, to reorganize its work dynamics, trying to replace a traditionally individualistic model with a model based on collaborative work practices. As an example of these new dynamics, Educational Teams (ET) emerge which involve collaborative work between teachers, at various levels (Formosinho & Machado, 2009). After a questionnaire survey, applied to teachers who were part of the ET and an interview survey, applied to the coordinators of the ET, as well as the analysis of the school’s structuring documents, it was found that these practices result from holding meetings, which take place in accordance with what is defined by the school organization, although without the presence of all members of the class council, where individual cases of students and situations of indiscipline are essentially addressed. The constitution of the team itself or the attitudes of teachers are highlighted as barriers to teaching collaboration and, as facilitators, the fact that there is a set time for meetings, the stability of the teaching staff and the relationship between teachers. In the teachers’ perception, teaching collaboration in ET is beneficial for students, teachers and the school in general, however, there are changes that need to be introduced to improve the effectiveness of CW, such as introducing greater flexibility in meetings and promoting an environment that encourages the active participation of all members. In addition, the autonomy of ET must be increased so that they can adapt their practices to the specific needs of each school context.
Copyright (c) 2024 Sónia Pedro, Marta Abelha
School governance in 50 years of Portuguese democracy: a diachronic analysis
In the year in which Portugal celebrates half a century of achieving political democracy, reflections on this issue in the context of school organizations deserve to be highlighted, considering the privileged space of the school, which can and should be used to exercise democratic practices. The aim of this article is to examine the political-normative framework for the administration and management of Portuguese public schools from 1974 onwards, characterizing the context facing democratic school management today. The analysis developed makes it possible to understand that the school seems to be increasingly heteronomous, contrary to the discourse of autonomy that has been proclaimed for some time and constantly reinforced in the legislation created over the last few decades to regulate the management and administration of school organizations. In the current school government, collegiality has been replaced by one-man governance, which assumes the presuppositions of New Public Management, serving to respond to demands for efficiency and effectiveness in public services, extolling the image of the Principal as a manager, reducing the complexity and challenges of the school to trivial management and administration difficulties and, finally, leaving little room for democracy within it.
Copyright (c) 2024 Marcia Honório Portella Pinto, Manuela Gonçalves
Handwriting skills and Sensory processing and in children aged 6 to 7 years and 11 months
This study investigated the relationship between sensory processing and handwriting skills in children aged 6 to 7 years and 11 months, enrolled in regular education. The sample included 191 children, assessed using the Handwriting Skills Questionnaire, developed and validated specifically for this study, and the Sensory Processing Measure (SPM) – Classroom Form. During the development phase of the questionnaire, a rigorous methodology was followed, including content validation and exploratory factor analysis, resulting in a final version with 25 items distributed across four dimensions: Formation of Letters, Visuomotor and Body Awareness, Omission and Substitution of Letters, and Posture. The questionnaire demonstrated excellent internal consistency, with Cronbach’s alpha values above 0.80. To assess discriminative validity using known groups, comparisons were made between genders and school years. The results showed that, overall, 2nd-year students performed significantly better in handwriting skills compared to 1st-year students, especially in the factors “Formation of Letters, Numbers, and Words” and “Omission and Substitution of Letters.” In terms of gender, girls outperformed boys on the total scale, as well as in the factors “Formation of Letters, Numbers, and Words” and “Posture.” Analyzing the correlations between sensory processing and handwriting skills, it was observed that better handwriting performance was associated with fewer issues in the sensory dimensions of the SPM. This study highlights the potential relevance of the Handwriting Skills Questionnaire for professionals across various fields and emphasizes the importance of sensory integration in academic development, underscoring the significant role of occupational therapists in this context.
Copyright (c) 2024 Ana Sofia Sousa Oliveira, Helena Silva Reis, Claúdia Sofia Góis Ribeiro Silva Reis