Indagatio Didactica

Editorial of the July issue of Indagatio Didactica Online Journal

Gabriela Portugal — 2025-07-31

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.

Autonomy and affectivity in the training of the music teacher for regular education: a case study with teaching degree students

Ana Luiza Braga de Brito Lira — 2025-07-31

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.

Body, Dance and Physical Education Curriculum

Adriana de Faria Gehres — 2025-07-31

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.

Experimentation as a learning strategy for developing critical thinking capabilities in the teaching of Science

Élvis David Cardoso Nascimento — 2025-07-31

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.

Specialized Content Knowledge about rational numbers: a study with Portuguese teachers from the 1st and 2nd cycles of basic education

Catarina Vasconcelos Gonçalves — 2025-07-31

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.

Collaboration in Global Citizenship Education studies: a narrative literature review

Carla Madalena Mourão — 2025-07-31

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.

An educational strategy for teaching addition reactions in high school through 3D modeling and printing

Letícia Raquel Amaro dos Santos — 2025-07-31

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.

Virtual laboratories in secondary science teaching: A systematic literature review between 2021 and 2023

Bruno Salgado Cole — 2025-07-31

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.

First steps with the flipped classroom in higher education: an analysis of student engagement in computer science courses

Jardel Lucas Garcia — 2025-07-31

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.

Perspectives and Challenges for the Adoption of b-learning Practices in the Context of a HEI in Angola

Manuel Teixeira — 2025-07-31

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.

Attractiveness of teaching in Brazil: a study based on thesis and dissertation production

Francisco Calóia Hombo Alfredo — 2025-07-31

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.

Atenção visual em crianças surdas: revisão sistemática (2000-2019)

João Dele — 2025-07-31

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.