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In this paper we present an evaluation of an App for mobile devices, 'Roteiro dos Descobrimentos', as an educational digital resource for primary school students. The study involved the participation of 131 students and eight teachers. Data were collected from participant observation, students' questionnaires and interviews to students and teachers. According to students, they learned new things, related with the topics explored, in an easy and funny way. Students also emphasized as positive aspects the fact that they had to face different challenges and the need to mobilize their knowledge to solve them. Teachers referred that students showed great interest and enthusiasm during the activities. As main gains, teachers stressed that the application fosters the relationship of students with the city, facilitates collaboration, and promotes students' autonomy. In resume, it seems that the playful and interactive dimension of the App promoted the development of important skills such as the ability to interact with the environment, collaborative work, autonomy, and reading and interpretation skills. As a conclusion, there is a great receptivity to integrate mobile technologies in the teaching and learning process, but the role of the teacher can't be dismissed, as a mediator and educator.

The purpose of this paper is to present an appraisal of a lesson-study implementation with pre-service biology teachers concerning a health education issue, how blood pressure works and how it is affected. The participants were 11 pre-service teachers, a secondary school biology teacher and three teacher educators from a local University. A qualitative and interpretative approach was followed. Data were collected through participant observation, content analysis of the pre-service biology teachers' individual written reflections, and their proposal of a lesson plan. The results evidenced the value of this formative approach, concerning the learning opportunities it offers, not only related to the scientific content knowledge but also the didactic knowledge developed by pre-service teachers. They seemed to develop a holistic understanding of how to teach a theme as multidimensional as this one, health education, but they also developed didactic knowledge related to different central aspects of the teaching process, concerning lesson planning, task development, classroom management, and communication, and became aware of the importance of developing several crucial competencies as science teachers. The lesson-study approach revealed to be a strategy for learning about teaching planning that has the particularity of bringing theory and practice remarkably closer.

Purpose: This paper aims to understand if a project work methodology proposed to students, based on an inquiry perspective and dealing with different dimensions of sustainable development, contributed to creating an interdisciplinary solution for a problem on sustainability challenged by food production and consumption, and also to understand if this methodological approach is perceived as important to their learning as professionals and citizens. Data were collected by direct observation, a questionnaire applied to the students and students' individual reflections. Design/methodology/approach: This paper aims to present the research results of the impact of a pedagogical approach on students, implemented as a part of the Doctoral Programme in Sustainability Science, which was designed following an innovative model at the University of Lisbon, Portugal. The main drivers include building a new body of interdisciplinary knowledge leading to the application of science to address real problems towards transdisciplinary education. Findings: The results suggest great potential for an inquiry perspective in trying to solve a real problem. Students' proposals were realistic, viable and complementary enough to collectively contribute in response to the global problem. The use of approaches acquired from different areas of knowledge was clear, and the project methodology was well understood. Students considered the experience very rewarding in terms of learning and contributing positively to their personal and professional development. Originality/value: This Doctoral programme is anchored in a progressive continuum encompassing holistic debates with a multidisciplinary team of professors in environments that promote interdisciplinary attitudes and new knowledge, and also project work aimed at guiding students to transdisciplinary learning, which constitutes an innovative form of dealing with the complex challenges created by the science of sustainability.

Science communication training plays a crucial role in enabling scientists to effectively connect with the public, emphasizing essential skills such as building trust in scientific and technological advancements. Despite significant progress, some studies show a notable deficiency in higher education (HE) institutional structures and mechanisms dedicated to science communication training, addressing a diverse audience including researchers, teachers, and science monitors. This study delves into the key characteristics of current science communication postgraduate training programs within the HE landscape of Portugal. Our analysis is based on a comprehensive examination of the curricula of five science communication doctoral programs offered by four public universities in Portugal. The research involves a meticulous review of course documents and insights gathered from five directors through a detailed questionnaire. The primary objectives of this research are to discern the specific goals pursued by each course, uncover the content and development of competencies within their curricula, and explore the market opportunities envisioned by each offering. The results underscore that these programs equip students with the necessary competencies to effectively address challenges in science communication, notably enhancing public understanding of science. Significant findings suggest that Portugal's current higher education scenario predominantly emphasizes cultivating postgraduate training activities in authentic settings, fostering collaborative partnerships with society. This article is a foundational resource for further exploration into the discipline-specific applications of science communication, aiming to elevate academic engagement with society. [ABSTRACT FROM AUTHOR]

The present study conceptualized, implemented, and evaluated a specific program, the Live Science program. This program integrated 2 distinct but complementary approaches: participants' immersion in real science contexts and the participation of future teachers in seminars intended to share the immersion experience and to reflect on nature of science (NOS). Four future teachers participated in the Live Science program in 2 real research contexts. Through an analysis of the experiences and lessons learned from this program, this study tried to understand to what extent participation in real-context scientific activities, focused on an explicit and reflective approach to NOS, can contribute to the professional development of preservice elementary teachers. Interviews, questionnaires, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the adoption of an explicit approach through illustration and reflection on particular aspects of NOS within the context of scientific research is a promising approach considering that it potentially allows for the development of a more informed understanding of science. The results also suggest that along with personality-related factors, the inherent characteristics of real science contexts play an important role in the development of that understanding. Tightly organized research teams capable of giving ample support to preservice teachers and working in research fields in which participants' conceptions can be confronted should be selected in order to improve the impact of this type of program.

In this work, we present a marine ecology inquiry-based activity, implemented with 164 primary school students. The main goal was to evaluate the activity's impact on students' understanding about biodiversity and scientific procedures. We also aimed to analyse the potential use of personal meaning maps (PMMs) to assess the impact of the activity on students' ideas about the topics explored. The results revealed that fieldwork and the exploration of real data were the aspects most emphasised by all intervenient. Finally, the PMMs proved to be a good tool to evaluate the impact of activities developed outside classroom, with primary school levels.

We propose an inquiry-based science activity centred on the effects of climate change on ocean ecosystems. This activity can be used to improve acquisition of knowledge on the effects of climate change and to promote inquiry skills, such as researching, reading and selecting relevant information, identifying a problem, focusing on a research question, making predictions, planning experiments, observing and registering data, drawing conclusions, developing explanations and communicating findings to class. The activity is suitable for 8- to 13-year-old students and can be used in the classroom.

The purpose of the study was to investigate how young students engage in an inquiry-based project driven by real-life contexts. Elementary school children were engaged in a small inquiry project centred on marine biodiversity and species adaptations. All activities included the exploration of an out-of-school setting as a learning context. A total of 49 students and 2 teachers were involved in the activities. The research methods included observation, document analysis and content analysis of the answers to a questionnaire and an interview. The results revealed that most of the students acquired scientific knowledge related to biological diversity and adaptations to habitat. Moreover, students progressively demonstrate greater autonomy, argumentative ability and decision-making. One implication of the present study is that elementary science curriculum could be better managed with inquiry project-based activities that explore different types of resources and out-of-school settings.

The activities presented in this paper, which are addressed to elementary school, are focused on the pioneering work of the Portuguese King Carlos I in oceanography and involve the exploration of the exhibits belonging to two different science museums, the Aquarium Vasco da Gama and the Maritime Museum. Students were asked to study fish adaptations to deep sea, through the exploration of a fictional story, based on historical data and based on the work of the King that served as a guiding script for all the subsequent tasks. In both museums, students had access to: historical collections of organisms, oceanographic biological sampling instruments, fish gears and ships. They could also observe the characteristics and adaptations of diverse fish species characteristic of deep sea. The present study aimed to analyse the impact of these activities on students' scientific knowledge, on their understanding of the nature of science and on the development of transversal skills. All students considered the project very popular. The results obtained suggest that the activity promoted not only the understanding of scientific concepts, but also stimulated the development of knowledge about science itself and the construction of scientific knowledge, stressing the relevance of creating activities informed by the history of science. As a final remark we suggest that the partnership between elementary schools and museums should be seen as an educational project, in which the teacher has to assume a key mediating role between the school and the museums.

This forum article consists on a commentary on the article by Alandeom W. Oliveira, Patterson Rogers, Cassie F. Quigley, Denis Samburskiy, Kimberly Barss and Seema Rivera. The authors emphasized the need for environmental teachers to expand the focus of their instructional efforts beyond rational argumentation and reasoning, taking into account the complex emotional aspects of the human relationship with nature. In this commentary, I attempt to extend the conversation regarding these issues to the need for teachers to be aware about their own environmental beliefs, which could be guiding their teaching. I close with a consideration for the need for environmental teachers to be reflective practitioners, using reflection upon the ends of education, their environmental values and ideas and the moral and ethical aspects of teaching, for challenging students' beliefs and empowering them to make informed environmental decisions, contributing thereby to the building of more just and environmental sustained societies.

Simple Summary: Triple-negative breast cancer (TNBC) is an aggressive BC that highly metastasizes to the brain, constituting a major hurdle and with poor survival after diagnosis. This strongly contributes to the lack of well-defined molecular targets, limiting effective TNBC therapeutic options. Nevertheless, TNBC has been associated with epidermal growth factor receptor (EGFR) overexpression and downstream phosphoinositide 3-kinase (PI3K) signaling activation. We hypothesized that blood–brain barrier (BBB)-permeant molecules with the predicted ability to inhibit the EGFR/PI3Kp110β pathway could be strong candidates to tackle metastatic TNBC. A screening of EGFR, PI3Kp110β, and dual inhibitors was performed to validate their efficacy in biological assays. We used TNBC cells with brain tropism to test the drugs' effects in downstream players of the EGFR/PI3Kp110β pathway, as well as in cell death, morphology, proliferation, and migration. We found that two dual inhibitors presented the strongest anti-tumor effects, pointing to their usefulness in abrogating TNBC cells' tumorigenic properties. Triple-negative breast cancer (TNBC) is a devastating BC subtype. Its aggressiveness, allied to the lack of well-defined molecular targets, usually culminates in the appearance of metastases that account for poor prognosis, particularly when they develop in the brain. Nevertheless, TNBC has been associated with epidermal growth factor receptor (EGFR) overexpression, leading to downstream phosphoinositide 3-kinase (PI3K) signaling activation. We aimed to unravel novel drug candidates for TNBC treatment based on EGFR and/or PI3K inhibition. Using a highly metastatic TNBC cell line with brain tropism (MDA-MB-231 Br4) and a library of 27 drug candidates in silico predicted to inhibit EGFR, PI3K, or EGFR plus PI3K, and to cross the blood–brain barrier, we evaluated the effects on cell viability. The half maximal inhibitory concentration (IC50) of the most cytotoxic ones was established, and cell cycle and death, as well as migration and EGFR pathway intervenient, were further evaluated. Two dual inhibitors emerged as the most promising drugs, with the ability to modulate cell cycle, death, migration and proliferation, morphology, and PI3K/AKT cascade players such as myocyte enhancer factor 2C (MEF2C) and forkhead box P1 (FOXP1). This work revealed EGFR/PI3K dual inhibitors as strong candidates to tackle brain metastatic TNBC cells. [ABSTRACT FROM AUTHOR]

Mobilizing scientific knowledge for understanding the natural world and for critically appraise socio-scientific situations and make decisions are key competencies for today's' society. Therefore, it is essential to understand how students at the end of compulsory schooling use scientific knowledge for understanding the surrounding world. The objective of this study is to understand how students construct a scientifically oriented explanation while making sense of a phenomenon related to health. We analysed 526 answers to a question of a Portuguese national 9th grade science exam. The results reveal that most students present difficulties in explaining a phenomenon related to health supported by logical and clear reasoning, and in mobilizing scientific knowledge for connecting different scientific domains. We reaffirm the need to reconceptualize the role of health education within science education. Developing reading, writing and discussion activities related to health, which requires the use of scientific knowledge from different domains, would facilitate students' understanding and appropriation of scientific knowledge and its transference. This is a fundamental competence for promoting active and informed citizenship.

The main goals of this study were to understand the different roles played by teachers and students during a school-guided tour to an aquarium and to analyse their different perspectives about the visit. The study focused on students' and teachers' behaviour during school-guided visits to an aquarium; students' and teachers' perspectives about this type of school visits; and the reasons provided by teachers to engage in a guided tour to a science museum. Direct observations of 39 guided tours were performed in order to describe the structure of the visit and the participants' behaviour. A questionnaire was given to 145 teachers and 191 students after the visit, in order to describe their perspectives about the visit, and an online questionnaire was sent to a sample of 11 teachers, in order to understand their ideas about school visits to science museums. Data analysis showed that the guided visits, although well evaluated by both students and teachers, were mainly guide-directed and lecture-oriented, giving students and teachers very little choice and control over the learning agenda. Moreover, teachers showed a very passive role during the visit and reported limited plans for preparation and follow-up activities that would support the visit. Despite this scenario, the teachers who were questioned preferred guided visits to non-guided visits and recognized the potential of museums for learning. The possible role of teachers in establishing the necessary connection between guided tours and school science, and helping to bridge school curriculum, museum content, and student inquiries is discussed.

Glioblastoma multiforme (GBM) remains a challenging disease, as it is the most common and deadly brain tumour in adults and has no curative solution and an overall short survival time. This incurability and short survival time means that, despite its rarity (average incidence of 3.2 per 100,000 persons), there has been an increased effort to try to treat this disease. Standard of care in newly diagnosed glioblastoma is maximal tumour resection followed by initial concomitant radiotherapy and temozolomide (TMZ) and then further chemotherapy with TMZ. Imaging techniques are key not only to diagnose the extent of the affected tissue but also for surgery planning and even for intraoperative use. Eligible patients may combine TMZ with tumour treating fields (TTF) therapy, which delivers low-intensity and intermediate-frequency electric fields to arrest tumour growth. Nonetheless, the blood–brain barrier (BBB) and systemic side effects are obstacles to successful chemotherapy in GBM; thus, more targeted, custom therapies such as immunotherapy and nanotechnological drug delivery systems have been undergoing research with varying degrees of success. This review proposes an overview of the pathophysiology, possible treatments, and the most (not all) representative examples of the latest advancements. [ABSTRACT FROM AUTHOR]

The app ‘Roteiro Entre-Marés’ offers digital itineraries for exploring intertidal zones, such as the rocky platform of the Avencas Marine Protected Area. As users travel through the intertidal area, several challenges emphasising the biodiversity and environmental issues are presented. Eighth-grade students (n=63) used this application and were challenged to identify in situ the marine species present in different zones of the intertidal ecosystem. Then, questionnaires and interviews were performed with teachers and students to examine the utilisation of mobile apps as educational tools. The fact that they learnt a lot, autonomously, using the field guide of the app, was among the aspects that the students most appreciated, describing this app as an organised, informative, interesting, and interactive learning tool. Teachers say this is a useful didactic resource because it delivers clear and reliable information that links theory and practice. Hence, this study examines the acceptance of this mobile app as an instructional tool among students and teachers, highlighting the potential of mobile apps as educational tools. [ABSTRACT FROM AUTHOR]

Glioblastoma (GBM) is the most common and malignant primary brain tumor in adults. The prognosis of patients is very poor, with a median overall survival of ~15 months after diagnosis. Cadherin-3 (also known as P-cadherin), a cell-cell adhesion molecule encoded by the CDH3 gene, is deregulated in several cancer types, but its relevance in GBM is unknown. In this study, we investigated the functional roles, the associated molecular signatures, and the prognostic value of CDH3/P-cadherin in this highly malignant brain tumor. CDH3/P-cadherin mRNA and protein levels were evaluated in human glioma samples. Knockdown and overexpression models of P-cadherin in GBM were used to evaluate its functional role in vitro and in vivo. CDH3-associated gene signatures were identified by enrichment analyses and correlations. The impact of CDH3 in the survival of GBM patients was assessed in independent cohorts using both univariable and multivariable models. We found that P-cadherin protein is expressed in a subset of gliomas, with an increased percentage of positive samples in grade IV tumors. Concordantly, CDH3 mRNA levels in glioma samples from The Cancer Genome Atlas (TCGA) database are increased in highgrade gliomas. P-cadherin displays oncogenic functions in multiple knockdown and overexpression GBM cell models by affecting cell viability, cell cycle, cell invasion, migration, and neurosphere formation capacity. Genes that were positively correlated with CDH3 are enriched for oncogenic pathways commonly activated in GBM. In vivo, GBM cells expressing high levels of P-cadherin generate larger subcutaneous tumors and cause shorter survival of mice in an orthotopic intracranial model. Concomitantly, high CDH3 expression is predictive of shorter overall survival of GBM patients in independent cohorts. Together, our results show that CDH3/P-cadherin expression is associated with aggressiveness features of GBM and poor patient prognosis, suggesting that it may be a novel therapeutic target for this deadly brain tumor. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present an appraisal of a lesson-study implementation with pre-service biology teachers concerning a health education issue, how blood pressure works and how it is affected. The participants were 11 pre-service teachers, a secondary school biology teacher and three teacher educators from a local University. A qualitative and interpretative approach was followed. Data were collected through participant observation, content analysis of the pre-service biology teachers' individual written reflections, and their proposal of a lesson plan. The results evidenced the value of this formative approach, concerning the learning opportunities it offers, not only related to the scientific content knowledge but also the didactic knowledge developed by pre-service teachers. They seemed to develop a holistic understanding of how to teach a theme as multidimensional as this one, health education, but they also developed didactic knowledge related to different central aspects of the teaching process, concerning lesson planning, task development, classroom management, and communication, and became aware of the importance of developing several crucial competencies as science teachers. The lesson-study approach revealed to be a strategy for learning about teaching planning that has the particularity of bringing theory and practice remarkably closer. [ABSTRACT FROM AUTHOR]