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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.

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.

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. [ABSTRACT FROM AUTHOR]

Introduction: Despite being the second most frequent tumor in children, pediatric central nervous system (CNS) tumors are rare, and the published European epidemiological data is limited. Our goal is to present the first surgical series of pediatric CNS tumors in Portugal and to review other similar worldwide series. Methods: Retrospective review of all patients younger than 19 years old, operated to a CNS tumor in the Neurosurgery Department at Hospital de Santa Maria (Lisbon, Portugal) between January 2004 and December 2014. Demographic data, tumor location, clinical data, histopathology, and surgical treatment were analyzed and compared to surgical series of pediatric CNS tumors published in PubMed indexed journals over the last 20 years. Results: We performed 253 surgeries in 215 patients, with a male:female ratio of 1.2:1 and a mean age of 9.2 years old. Primary brain tumors accounted for 95 % of all tumors and had more often a supratentorial location. Tumors of neuroepithelial tissue, particularly astrocytic tumors, embryonal tumors, neuronal and mixed neuronal-glial tumors, and oligodendrogliomas accounted for 81 % of cases. A gross-total resection was achieved in most cases. There was no mortality, and the overall morbidity was low. Conclusions: The demography, topography, and clinical presentation of the tumors and the surgical results of this series are comparable to other European ones. We found a higher incidence of neuronal and mixed neuronal-glial tumors and oligodendrogliomas and a slight lower incidence of ependymomas. Our results should encourage further national multi-institutional studies to better characterize these tumors in the pediatric population. [ABSTRACT FROM AUTHOR]

Purpose: A clinicopathological classification has been designed to predict recurrence/progression in patients with pituitary adenomas (PAs). We aimed to study its usefulness in predicting PAs that will have a challenging disease course and may require more often complex multimodal and multiple therapeutic approaches., Methods: Retrospective analysis of 129 patients with PAs operated in our institution between 2001 and 2020 (84 non-clinically functioning PAs, 32 acromegaly, 9 Cushing's disease, 2 prolactinomas and 2 thyrotropinomas). Grading was based on invasion and proliferation: 1a (non-invasive, non-proliferative; n = 59), 1b (non-invasive, proliferative; n = 17), 2a (invasive, non-proliferative; n = 38), and 2b (invasive, proliferative; n = 15)., Results: Of the 129 patients, 68 (52.7%) were females, and the mean age at diagnosis was 53.7 ± 15.4 years. The mean follow-up duration was 93.1 ± 61.8 months. Grade 2b PAs when compared to other grades (2b-2a-1b-1a) had significantly higher rates of persistent tumor remnant within 1-year after operation (93-78-18-30%; p < 0.001), active disease at last follow-up (40-27-12-10%; p = 0.004), re-operation (27-16-0-5%; p = 0.023), irradiation (53-38-12-7%; p < 0.001), multimodal treatment (67-49-18-25%; p = 0.003), multiple treatment (33-27-6-9%; p = 0.017). Patients with grade 2b PAs also required a higher mean number of treatments (2.6-2.1-1.2-1.4; p < 0.001)., Conclusions: This clinicopathological classification appears to be a useful grading system to identify PAs that may be more refractory and more often require complex multimodal and multiple therapeutic approaches. Invasive PAs, especially grade 2b tumors, may be more likely to need complex treatment approach, including radiotherapy, and may display higher rates of active disease at last follow-up, despite receiving higher number of treatments., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)