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Mobilizing scientific knowledge for understanding the natural world and for critically appraise socio-scientific situations and make decisions are key competencies for todays' 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.

International audience; Abstract The purposes of the study were to analyse the promotion of scientific literacy through practical research activities, and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: i) a guided visit to the laboratory; ii) a brief presentation of the research theme; iii) the development of two experiments; iv) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activities is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activity so that children can overcome some common difficulties about scientific inquiry.

Submitted by Agostinho Macau (arm@lisboa.ucp.pt) on 2017-03-15T16:37:43Z No. of bitstreams: 1 Dissertação de Mestrado Cláudia Faria.pdf: 815985 bytes, checksum: 3f98d69359acd893e0a525c567cf6825 (MD5) Approved for entry into archive by Agostinho Macau (arm@lisboa.ucp.pt) on 2017-03-15T16:37:54Z (GMT) No. of bitstreams: 1 Dissertação de Mestrado Cláudia Faria.pdf: 815985 bytes, checksum: 3f98d69359acd893e0a525c567cf6825 (MD5) Made available in DSpace on 2017-03-15T16:37:54Z (GMT). No. of bitstreams: 1 Dissertação de Mestrado Cláudia Faria.pdf: 815985 bytes, checksum: 3f98d69359acd893e0a525c567cf6825 (MD5) Previous issue date: 2017-01-11

Submitted by Cláudia Faria (cbfaria@ie.ulisboa.pt) on 2021-03-11T16:55:24Z No. of bitstreams: 1 Boaventura&Faria_AcceptedManuscript_SCR_2016.pdf: 600249 bytes, checksum: 6b1b3d9b291b2087da59a832aa2e6dbc (MD5) Approved for entry into archive by Cecília Galvão (cgalvao@ie.ul.pt) on 2021-03-11T17:25:34Z (GMT) No. of bitstreams: 1 Boaventura&Faria_AcceptedManuscript_SCR_2016.pdf: 600249 bytes, checksum: 6b1b3d9b291b2087da59a832aa2e6dbc (MD5) Made available in DSpace on 2021-03-16T10:52:51Z (GMT). No. of bitstreams: 1 Boaventura&Faria_AcceptedManuscript_SCR_2016.pdf: 600249 bytes, checksum: 6b1b3d9b291b2087da59a832aa2e6dbc (MD5) Previous issue date: 2016 info:eu-repo/semantics/publishedVersion

Submitted by Cláudia Faria (cbfaria@ie.ulisboa.pt) on 2021-03-11T16:31:09Z No. of bitstreams: 1 CFaria&RGaspar_AcceptedManuscript_SCR_2016.pdf: 528918 bytes, checksum: 8ae311b7dc0a7737ce0d2f591dcd860e (MD5) Approved for entry into archive by Cecília Galvão (cgalvao@ie.ul.pt) on 2021-03-11T17:25:22Z (GMT) No. of bitstreams: 1 CFaria&RGaspar_AcceptedManuscript_SCR_2016.pdf: 528918 bytes, checksum: 8ae311b7dc0a7737ce0d2f591dcd860e (MD5) Made available in DSpace on 2021-03-16T10:39:48Z (GMT). No. of bitstreams: 1 CFaria&RGaspar_AcceptedManuscript_SCR_2016.pdf: 528918 bytes, checksum: 8ae311b7dc0a7737ce0d2f591dcd860e (MD5) Previous issue date: 2016 info:eu-repo/semantics/publishedVersion

Living in an unpredictable and ever changing society demands from its’ citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in order to make science classes more popular and relevant in the eyes of the students and as such to increase their interest with school science. The goal of this study was to understand how students evaluate those innovative modules. This paper presents data concerning 134 secondary students, collected through interviews, questionnaires and written documents. A quantitative analysis of the data collected through questionnaires was complemented by a qualitative analysis of the data collected by interviews and written documents. Results show that understanding the relationship between science and daily life, participating in practical activities based on problem solving and developing critical thinking and reasoning were the issues most valued by students.

Intencionou-se com esta pesquisa analisar e compreender a comunicação, especificamente a comunicação interna, vigente do Instituto Federal de Educação, Ciência e Tecnologia Goiano (IF Goiano) no contexto da mudança em sua cultura, ocorrida a partir da implantação da Lei nº 11.892, de 29 de dezembro de 2008. Além da análise em si da comunicação, buscou-se ainda identificar, por meio da comunicação instituída, a cultura presente no IF Goiano a fim de colaborar para que o IF Goiano tenha subsídios para melhor compreensão de sua comunicação. Optou-se por este tema por perceber que as mudanças que acontecem nas organizações exercem forte influência na cultura e na comunicação interna do local. Nesta investigação o IF Goiano e a comunicação emitida por ele foram vistos e analisados de maneira multidimensional, sendo o IF Goiano o objeto empírico e a comunicação o objeto teórico. Elegeu-se o estudo de caso como a metodologia de trabalho mais apropriada para compreender a comunicação do IF Goiano. A opção por este método implicou no uso de instrumentos de natureza qualitativa, o que não impediu o uso de instrumentos de natureza quantitativa. Para tanto foram adotadas as seguintes técnicas: pesquisas bibliográfica, documental e institucional ou administrativa; diário de campo; e pesquisa de campo, com a utilização de entrevistas e envio de questionários on-line. Cabe dizer que o IF Goiano foi analisado como emissor de comunicação a partir de aspectos formais, valendo-se da dimensão institucional e administrativa, comungando do pensamento sobre a complexidade de Edgar Morin, um dos autores que alicerçam este estudo. Ressalta-se que a comunicação, nesta pesquisa, foi vista como oportunidade de (re)construção do cenário, assim como a cultura do IF Goiano que está em constante processo de construção por meio da comunicação, tendo em vista que a comunicação e a sua cultura estão reciprocamente uma influenciando a outra. Purposed of this research was to analyze and understand communication, specifically internal communication in force at the Federal Institute of Education, Science and Technology Goiano (Goiano IF) in the context of change in their culture, which occurred after the implementation of Law No. 11,892, of 29 December 2008. In addition to the analysis itself communication, we sought to further identify, through the established communication, the present culture in IF Goiano to collaborate so that the IF has Goiano subsidies to better understand their communication . We chose this theme to realize that the changes that happen in organizations have a strong influence on culture and internal communication of the place. In this investigation the IF Goiás and the communication issued by him were viewed and analyzed in a multidimensional way, and the IF Goiano empirical object and the communication theoretical object. Was elected case study as the work methodology more appropriate to understand the communication IF Goiano. The choice of this approach has involved the use of instruments of a qualitative nature, which did not prevent the use of quantitative tools. To this end the following techniques were adopted: bibliographic research, documentary and institutional or administrative; diary; and field research, using interviews and sending online questionnaires. It is said that IF Goiano was analyzed as a communication transmitter from formal aspects, taking advantage of the institutional and administrative dimension, communing of thought about the complexity of Edgar Morin, one of the authors that underpin this study. It is emphasized that the communication in this research, was seen as an opportunity to (re) construction of the scenario, as well as the Goiano IF culture that is constantly building process through communication, considering that communication and its culture are mutually influencing the other. Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG

O estudo que se apresenta teve como principal finalidade identificar, caracterizar e partilhar, a nível de Instituições de Ensino Superior (lES), ações desenvolvidas nos cursos de formação de profissionais de educação, que potenciassem a promoção de competências de planificação, implementação e avaliação de práticas integradas de educação formal e não-formal em ciências (PIEC). O estudo contemplou todas as lES públicas portuguesas que ofereciam cursos de formação de professores com componente de ciências: 25 lES e 75 cursos. Como técnica de recolha de dados optou-se pelo inquérito por entrevista, dirigida aos coordenadores/diretores de curso (C/D). O retorno foi de 72%. Os dados foram analisados com recurso à técnica de análise de conteúdo através de um sistema categorial misto. Os C/D consideraram as PIEC muito importantes e afirmaram que os estudantes também lhe reconheciam importância para a sua formação, considerando contribuírem para o desenvolvimento dos seus conhecimentos, capacidades, atitudes e valores. Apesar disso, 11% dos inquiridos admite não se desenvolver PIEC em qualquer das Unidades Curriculares (UC) dos cursos dos quais são responsáveis. Em relação aos outros cursos, são identificadas as UC onde essas práticas predominam, assim como estratégias/atividades desenvolvidas. Relativamente à perceção dos C/D sobre a preparação dos estudantes para desenvolver PIEC, nas suas futuras práticas profissionais, 65% afirma ser insuficiente. Abstract: The present study had as main purpose to identify, characterize and share, at the leveI of higher education institutions (HEI), actions developed in training courses for education professionals that promote planning, implementation and evaluation of integrated practices of formal and non-formal science education (IPSE). The study included all Portuguese public HEI that offer teacher training courses with science component: 25 HEI and 75 courses. For data collection an interview survey, directed to the course coordinators / directors (C / D) was used. The response was 72%. Data were analyzed through content analysis using a mixed categorical system. The C / D considered the IPSE very important and said that students also recognized its importance to their training, considering its contribution to the development of their knowledge, skills, attitudes and values. Nevertheless, 11% of respondents admitted not to develop IPSE in any of the curricular units of the courses for which they are responsible. For the other courses, the curricular units where such practices predominate were identified, as well as the strategies / activities developed. Regarding the perception of the C / D on the preparation of students to develop IPSE in their future professional practice, 65% claimed to be insufficient.

O currículo português de Ciências Físicas e Naturais esteve organizado em competências gerais e específicas a desenvolver pelos alunos, sendo entendido competência como “saber em uso”, em que o indivíduo ativa conhecimentos, capacidades e atitudes face a determinada situação. O professor enquanto construtor do currículo é parte integrante e ativa do processo curricular, estando em permanente interação com os seus pares, alunos, assuntos e meio social. A autonomia das escolas e dos professores preconizada pelo currículo visa a interdisciplinaridade, em particular entre as disciplinas de Ciências Naturais e Ciências Físico-Químicas, bem como uma contextualização do processo de ensino-aprendizagem. Este estudo de caso teve como principal objetivo compreender de que forma os professores de Ciências Físicas e Naturais de uma escola de Lisboa se apropriaram do currículo, a forma como o implementam e as dificuldades que enfrentam. O estudo foi de natureza qualitativa. Os dados foram recolhidos através de entrevistas e questionários aos diferentes intervenientes (docentes e alunos) e análise dos documentos oficiais da escola. Os dados recolhidos foram sujeitos a análise de conteúdo. Verificou-se que a implementação do currículo de Ciências Físicas e Naturais na escola em análise decorreu numa perspetiva de adaptação. Observa-se na prática docente um esforço de adaptação do currículo ao contexto e aos seus alunos, mas sem que estes tenham uma participação ativa, observando-se no entanto alguma inovação e interdisciplinaridade., Interacções, vol. 11 n.º 39 (2015): NÚMERO ESPECIAL - XV Encontro Nacional de Educação em Ciências

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.

Aborda-se teoricamente a importância da comunicação não-verbal nas organizações. Discute-se como as di- ferentes formas de comunicação não-verbal (gestual e visual) interferem na cultura vigente nas organizações, considerando que quando esta é prestigiada pela instituição se constitui em uma ferramenta importante na formulação de objetivos e estratégias de comunicação organizacional. Discute-se, ainda, a influência das novas tecnologias nas interações humanas, tornando a comunicação mais eficaz entre colaboradores, consumidores e usuários de produtos e serviços. Conclui-se que o corpo, expressão da linguagem não-verbal, pode dizer muito acerca das instituições e de sua forma de se comunicar. E que, de certa forma, a linguagem veiculada por meio do corpo é fabricada e modulada pela cultura vigente.

Dissertação de mestrado, Biologia Marinha, Faculdade de Ciências do Mar e Ambiente, Universidade do Algarve, 2014 Os decápodes são um dos grupos mais importante de crustáceos do ponto de vista comercial, económico e ecológico, sendo também um dos mais diversificados, englobando camarões, caranguejos, caranguejos eremitas e lagostas. Estudos da ecologia larvar são essenciais para o entendimento da dinâmica das populações e estrutura das comunidades e importantes para prever impactos do aquecimento global e no planeamento e gestão de reservas marinhas e mananciais de recursos pesqueiros. O Mar de Alboran, situado na zona mais ocidental do Mar Mediterrâneo, constitui a principal fonte de comunicação desta bacia semifechada com o Oceano Atlântico, através do Estreito de Gibraltar. As suas características climáticas e hidrológicas tornam este Mar especialmente susceptível às alterações climáticas, pelo que estudos aí centrados, tanto a nível da oceanografia física como da estrutura das comunidades, são cruciais. Neste trabalho, os principais objectivos foram determinar a composição da fauna larvar de decápodes (exceto Brachyura e Anomura), no Mar de Alboran e, determinar a influência de variáveis ambientais, como a salinidade, temperatura, concentração de clorofila a e de feopigmentos nos padrões de distribuição da abundância larvar. Foram utilizados dados obtidos na campanha SESAME-IBMAL0708, no âmbito do projecto MedEX (MARIN-ERA/MAR/0002/2008). Do conjunto de larvas estudadas, as mais abundantes revelaram ser as de Gennadas elegans que apresentaram uma correlação inversa com a Clorofila a e cujas análises estatísticas revelaram uma preferência por estações mais afastadas da costa. Esta, aliás, foi também uma característica revelada por outras espécies cujos adultos são pelágicos, como Eusergestes arcticus. Por outro lado, as larvas de carídeos (Alpheus glaber, Athanas nitescens, Philocheras bispinosus) e Upogebia deltaura e Necallianassa truncata mostraram uma preferência por temperaturas mais altas e estações mais junto à costa, de acordo com os habitats parentais.

Tese de doutoramento, Medicina (Neurocirurgia), Universidade de Lisboa, Faculdade de Medicina, 2014 Submitted by Amelia Janeiro (ajaneiro@reitoria.ul.pt) on 2014-07-09T13:49:16Z No. of bitstreams: 1 ulsd068593_td_Claudia_Faria.pdf: 20860909 bytes, checksum: bdb865774ac573a9b3729171a5890a6f (MD5) Made available in DSpace on 2014-07-10T09:59:12Z (GMT). No. of bitstreams: 1 ulsd068593_td_Claudia_Faria.pdf: 20860909 bytes, checksum: bdb865774ac573a9b3729171a5890a6f (MD5) Previous issue date: 2014 Programme for Advanced Medical Education - Fundação para a Ciência e a Tecnologia, Ministério da Saúde, Fundação Calouste Gulbenkian

This study aims at knowing how students experience wikis while they are involved in a problem solving science activity. The study took place in a physics and chemistry 8th grade class (13 years old), where teacher implemented a problem solving activity about acid-base reactions, using a wiki. Participants were 20 students, of which 12 were female students. The activity involved six different working groups. Wikis were analyzed with the goal to identify students’ level and quality of participation. Furthermore, in order to understand students’ experiences concerning the learning situation six focus group interviews were carried on. Three highly participating groups presented successful strategies and achieved the learning goals. These students used complex strategies for analyzing the information and used theoretical knowledge to make sense of information gathered. The collaborative processes were essential for enabling a feeling of competence and for assuring a successful learning experience. These groups revealed a high level of cognitive engagement. In comparison, poorly participating groups didn’t present a successful strategy of knowledge co-construction and revealed difficulties in understanding the scientific concepts involved. Furthermore, each poorly participating group experienced the learning situation quite differently. Results suggest that students’ engagement with a problem solving activity using a wiki is affected by a complex interplay of emotional, technical and social issues. Some recommendations for facilitating students’ engagement with wikis emerge from the study: to carefully support collaborative processes and to create safe learning environments in which error is valued as an opportunity for learning.

Submitted by Helena Fortuna (hfortuna@ubi.pt) on 2013-05-15T15:32:52Z No. of bitstreams: 1 Dissertação Cláudia Faria.pdf: 434549 bytes, checksum: a31f7999944b516be276c7bf0ca90f89 (MD5) Made available in DSpace on 2013-05-15T15:32:52Z (GMT). No. of bitstreams: 1 Dissertação Cláudia Faria.pdf: 434549 bytes, checksum: a31f7999944b516be276c7bf0ca90f89 (MD5) Previous issue date: 2012-05

Essa pesquisa objetivou explicitar a compreensão que Winnicott teve dos problemas psicossomáticos, principalmente em relação à gênese, dinâmica e possibilidade de tratamento, contribuindo para o desenvolvimento de sua teoria psicossomática. Procurou-se reunir, organizar e classificar diversos casos e vinhetas clínicas, dispersos na obra de Winnicott, nos quais há referência aos sintomas psicossomáticos. A análise dos dados se deu a partir da relação desses com a teoria winnicottiana. A partir das noções de Integração psiquesoma e Personalização, Winnicott considera que o distúrbio psicossomático verdadeiro está relacionado com falhas em processos primitivos do desenvolvimento, e ressalta que o fenômeno que comumente é chamado de distúrbio psicossomático refere-se apenas às vinculações entre o corpo e o psiquismo. Além disso, Winnicott afirma que, muitas vezes, as manifestações físicas advindas de dificuldades psicoemocionais são fenômenos naturais que fazem parte da vida e do processo de amadurecimento. Dessa forma, foram propostas as seguintes classificações para os casos e vinhetas clínicas: Falso distúrbio psicossomático versus Verdadeiro distúrbio psicossomático , com o intuito de diferenciar o fenômeno que corriqueiramente é chamado de distúrbio psicossomático, mas que apenas indica a íntima relação entre psique e soma, do distúrbio psicossomático verdadeiro, na concepção winnicottiana, e as subcategorias Reação natural versus Sintoma patológico , dentro da categoria Falso distúrbio psicossomático , que indica que algumas manifestações físicas devem ser caracterizadas apenas como modos de se reagir às dificuldades inerentes à vida, enquanto que outras indicam a presença de alguma psicopatologia, ainda que não se caracterize como um distúrbio psicossomático verdadeiro. A gênese, a dinâmica e a forma de se tratar um problema psicossomático depende da categoria na qual ele se enquadre. Ao sistematizar e analisar esse material apresentado por Winnicott procurou-se contribuir para o aprofundamento de sua teoria e para a resolução do problema empírico-clínico dos fenômenos psicossomáticos. The aim of this study was to clarify Winnicott s understandings of the psychosomatic problems, especially those related to the genesis, dynamics and potential treatment, thus contributing to the development of his psychosomatic theory. Several cases and clinical vignettes with psychosomatic symptoms and references, scattered in his work, were gathered, organized and classified. Data analysis was based on these references in relation to the theory. Beginning with the notions of integration psyche-soma and personalization, Winnicott considers the real psychosomatic disorder related to primary (early) development processes. He assumes the commonly called psychosomatic disorder phenomenon is only the body-psyche connection (linkage). Furthermore, he assumes that in several cases, the physical manifestations of psycho-emotional difficulties are natural phenomenon of human life and part of the maturation process. The classification of cases and clinical vignettes was proposed as follows: False psychosomatic disorder versus True psychosomatic disorder , in order to distinguish the phenomenon that is routinely taken as a psychosomatic disorder, but that only indicates the psyche-soma intimate relationship, from the true psychosomatic disorder, in Winnicott´s concept, and the False psychosomatic disorder subcategories Natural reaction versus Pathological symptom , to separate natural physical manifestations of emotional difficulties from some kind of psychopathology, although not characterized as a real psychosomatic disorder. The genesis, dynamics and potential treatment of a psychosomatic symptom depends on the category it fits. By analyzing and systematizing the Winnicott material (work), we intended to contribute to deepening his theory and to solving the empiric-clinical problem of the psychosomatic phenomena.

The objectives of this project were to: i) describe the experience of implementing Problem-Based Learning in an online course over three consecutive academic years, ii) analyse the learning environment generated, iii) discuss impacts on students’ active participation, based on the analysis of their interactions. The participants were 30 students, working in five groups, and four tutors. All the interactions of each member of the five groups and their tutors in the discussion forums were identified and counted. The interactions identified were subjected to content analysis. The results showed a great variability in the degree of participation of each member of the group as well as the development of a group dynamic that did not appear to depend on the activity of each tutor. Moreover, in most groups, tutors reduced their participation during the semester. Regarding the ways students participated, and despite the individual variability observed, most students kept actively involved in the work contrarily to what research has shown about the uneven students’ participation in online courses. Two categories of interactions were identified in the groups according to the underlying objectives: learning-problem solving and group functioning. Whereas all groups were able to solve the problems under investigation, only a few demonstrated self-regulation capabilities leading to a great cohesion among the group members. The discussion of the results generated some guidelines for future investigations regarding the use of PBL in online environments.

This study is centred on the behaviour of students and teachers during a school-visit to a Science Centre, with the purpose to answer to the following research questions: How do the students interact with the exhibits? With whom students interact during the visit? How do the teachers behave during the visit? The study was conducted in two science exhibitions, a permanent one and a temporary one. A total of 52 students and 23 teachers were observed. Data analysis showed that students used to wandering around, interacting with the exhibits for very short periods of time. However, some differences were detected between both exhibitions. In the temporary one, most students seemed to miss the interpretation of the phenomena under observation, just manipulating the exhibits, whereas in the permanent one, they tried to interpret the results of their manipulation. These results can be related to teachers’ behaviour. In fact, only in the permanent exhibition teachers remained focused in the visit for almost all the time, manipulating the exhibits while explaining it to students. It is suggested that the role assumed by the teacher during a school visit to a science centre could determine the level of students’ engagement with the visit.

Submitted by Cláudia Faria (cbfaria@ie.ul.pt) on 2013-06-04T17:53:23Z No. of bitstreams: 1 Fariaetal_EJSE_2012.pdf: 295632 bytes, checksum: 221185421ec9365973c5f4a7524bf6d2 (MD5) Approved for entry into archive by Cecília Galvão (cgalvao@ie.ul.pt) on 2013-09-13T10:00:14Z (GMT) No. of bitstreams: 2 4469967333927923.zip: 285922 bytes, checksum: 82131797aa502de65c2973b475a7e557 (MD5) Fariaetal_EJSE_2012.pdf: 295632 bytes, checksum: 221185421ec9365973c5f4a7524bf6d2 (MD5) Approved for entry into archive by João Filipe Matos (jfmatos@ie.ul.pt) on 2013-11-26T12:29:40Z (GMT) No. of bitstreams: 2 Fariaetal_EJSE_2012.pdf: 295632 bytes, checksum: 221185421ec9365973c5f4a7524bf6d2 (MD5) 4469967333927923.zip: 285922 bytes, checksum: 82131797aa502de65c2973b475a7e557 (MD5) Made available in DSpace on 2013-11-26T12:44:53Z (GMT). No. of bitstreams: 2 Fariaetal_EJSE_2012.pdf: 295632 bytes, checksum: 221185421ec9365973c5f4a7524bf6d2 (MD5) 4469967333927923.zip: 285922 bytes, checksum: 82131797aa502de65c2973b475a7e557 (MD5) Previous issue date: 2012

The aim of this paper is to analyze to what extent the scale changing impacts the dynamics of participatory, deliberative and representative of the Health Conference held in Belo Horizonte. The hypothesis is this changing of level - from the local, to district and to municipal level - impact both (1) the rules, imposing a greater degree of formality to the internal dynamics of the conference, and (2) the interactions that occur within these spaces.

Submitted by Cláudia Faria (cbfaria@ie.ul.pt) on 2011-12-06T17:14:38Z No. of bitstreams: 1 Faria_et_al_SSR_2011.pdf: 1526057 bytes, checksum: d1da38032787d3d84f1d185bb09ce7e8 (MD5) Approved for entry into archive by Cecília Galvão(cgalvao@ie.ul.pt) on 2011-12-06T17:52:46Z (GMT) No. of bitstreams: 1 Faria_et_al_SSR_2011.pdf: 1526057 bytes, checksum: d1da38032787d3d84f1d185bb09ce7e8 (MD5) Approved for entry into archive by João Filipe Matos(jfmatos@ie.ul.pt) on 2011-12-06T23:59:03Z (GMT) No. of bitstreams: 1 Faria_et_al_SSR_2011.pdf: 1526057 bytes, checksum: d1da38032787d3d84f1d185bb09ce7e8 (MD5) Made available in DSpace on 2011-12-07T11:22:27Z (GMT). No. of bitstreams: 1 Faria_et_al_SSR_2011.pdf: 1526057 bytes, checksum: d1da38032787d3d84f1d185bb09ce7e8 (MD5) Previous issue date: 2011-09

The study of the phylogeography of inshore fish from West Europe is revealing diverse geographical and demographical patterns. Some species conform to the phylogeographic patterns typical of terrestrial organisms, with marked signatures of the last glaciation and a decline of genetic diversity to the north of the species range. Other species, however, reveal no decline in diversity with latitude and signatures of expansions older than the last glaciation. The shanny Lipophrys pholis is a common intertidal resident fish in west European rocky shores. It is unable to leave the rocky stretch where it settled as a juvenile, so that dispersal depends entirely on the planktonic larval stage. These life-history and behavioural traits make the shanny an interesting species for phylogeographical analysis, as long-range movements by adults, which could blur historical signals, are absent. In this paper the phylogeography of L. pholis was studied using a fragment of the mitochondrial control region and one from the first intron of the S7 ribosomal protein gene. The European samples (ranging from SW Spain to the Netherlands) did not display population differentiation, isolation-by-distance or latitudinal declines in genetic diversity. Iberia was proposed as having operated as the main glacial refugium for the shanny. The genealogy of the European population showed that the largest expansion detected was older than the last glaciation, with lineages persisting from the early Pleistocene, which does not conform to colonisation by a few founders in the current interglacial. It is argued that if fishes have very large population sizes and high dispersal rates, populations can efficiently track climatic shifts so that little or no genetic structure remains after each range expansion and latitudinal gradients of genetic diversity tend to be weak or non-existent.

O caso histórico de D Carlos de Bragança, Rei de Portugal de 1889 a 1908, um Oceanógrafo pioneiro, serve como ponto de partida para a exploração, tanto em contextos formais (ex. sala de aula) como não formais (ex. museu) de temas relacionados com a classificação biológica, métodos de colheita de espécimes e ilustração biológica (desenho por observação). As actividades propostas centram-se no trabalho do Rei D Carlos, que se dedicou ao estudo da fauna costeira Portuguesa, são dirigidas aos alunos de Biologia do Ensino Secundário e ajudam o aluno a desenvolver um conhecimento aprofundado acerca da natureza da ciência e dos métodos de pesquisa, promovendo também uma maior consciência acerca das complexas interacções que se estabelecem entre a ciência e a sociedade. Este conjunto de actividades inclui uma tarefa inicial, em sala de aula, de orientação para o tema, dois workshops desenvolvidos no Aquário Vasco da Gama e uma tarefa final, na sala de aula, de consolidação das aprendizagens. Nas tarefas de sala de aula, os estudantes analisam excertos de documentos históricos originais acerca do trabalho do Rei, com o objectivo de discutir e reflectir acerca da natureza da ciência. No Aquário, os estudantes participam activamente em actividades relacionadas com a classificação biológica e o desenho por observação. Todos os estudantes envolvidos (N=28) consideraram este projecto relevante para a aprendizagem das ciências, referindo não só a sua importância para a aquisição de conhecimentos, como para o aumento da compreensão acerca da natureza da ciência. Como consideração final, salientamos a importância do desenvolvimento de actividades baseadas na história da ciência como um veículo promotor da motivação e de uma efectiva aprendizagem das ciências, assim como para a promoção de uma parceria mais estreita entre as escolas e os museus de ciência.

Submitted by Guilherme Lemeszenski (guilherme@nead.unesp.br) on 2013-08-22T18:44:28Z No. of bitstreams: 1 S1980-00372010000400009.pdf: 859041 bytes, checksum: cf4b15c22cf5166736c0fd80baebe5c6 (MD5) Made available in DSpace on 2013-08-22T18:44:28Z (GMT). No. of bitstreams: 1 S1980-00372010000400009.pdf: 859041 bytes, checksum: cf4b15c22cf5166736c0fd80baebe5c6 (MD5) Previous issue date: 2010-08-01 Made available in DSpace on 2013-09-30T18:10:00Z (GMT). No. of bitstreams: 2 S1980-00372010000400009.pdf: 859041 bytes, checksum: cf4b15c22cf5166736c0fd80baebe5c6 (MD5) S1980-00372010000400009.pdf.txt: 31146 bytes, checksum: f9404fd44f40a16303802e9f537c57ac (MD5) Previous issue date: 2010-08-01 Submitted by Vitor Silverio Rodrigues (vitorsrodrigues@reitoria.unesp.br) on 2014-05-20T13:23:24Z No. of bitstreams: 2 S1980-00372010000400009.pdf: 859041 bytes, checksum: cf4b15c22cf5166736c0fd80baebe5c6 (MD5) S1980-00372010000400009.pdf.txt: 31146 bytes, checksum: f9404fd44f40a16303802e9f537c57ac (MD5) Made available in DSpace on 2014-05-20T13:23:24Z (GMT). No. of bitstreams: 2 S1980-00372010000400009.pdf: 859041 bytes, checksum: cf4b15c22cf5166736c0fd80baebe5c6 (MD5) S1980-00372010000400009.pdf.txt: 31146 bytes, checksum: f9404fd44f40a16303802e9f537c57ac (MD5) Previous issue date: 2010-08-01 Os objetivos do estudo foram avaliar o alinhamento, no plano sagital, da coluna de indivíduos com alterações na medida da gibosidade, comparando com um grupo sem alterações; testar a confiabilidade do instrumento utilizado e verificar se existem correlações entre as medidas da gibosidade e os valores das curvaturas vertebrais. Foram avaliados 40 jovens, divididos em grupo controle - ausência ou presença de gibosidades inferiores a 0,5 cm na curvatura torácica e 0,7 cm na lombar (n=20) e, grupo experimental - gibosidades superiores às descritas (n=20). A gibosidade e as curvaturas no plano sagital foram mensuradas com um instrumento adaptado a um nível d'água e o teste de Adams. As coletas foram realizadas em duas datas distintas, nos dois grupos. Após aplicação do teste Mann-Whitney não foi encontrada diferença entre as ocasiões de coletas e, emparelhando-se os grupos, foi encontrada diferença apenas na medida cervical. Na verificação de existência de relação entre as medidas coletadas, foi encontrada correlação linear (Spearmann) no grupo controle - curvatura torácica e gibosidade torácica; em ambos os grupos - curvaturas torácica e lombar; e no grupo experimental - gibosidade torácica e as curvaturas lombar e sacral e, curvatura sacral e curvaturas torácica e lombar. Pôde-se concluir que a medida da gibosidade tem relações com as curvaturas no plano sagital. Por ser um método confiável, simples e acessível, pode ser reproduzido sem altos custos financeiros e sem causar prejuízo à saúde do paciente. The objectives of this study were to compare sagittal plane alignment between subjects with spinal deformities and a group presenting no changes; to test the reliability of the tool used, and to determine the existence of correlations between spinal deformity and sagittal curvature measures. Forty young subjects were divided into two groups: a control group (n=20) presenting no changes or spinal deformity less than 0.5 cm in the dorsal curvature and 0.7 cm in the lumbar curvature, and an experimental group (n=20) with spinal deformities greater than those described for the control group. Spinal deformity and sagittal plane curvatures were measured using a water level-based tool and by the Adams test. Data were collected from the two groups on two distinct occasions. The Mann-Whitney test showed no difference between sampling times. A significant difference between the two groups was only observed in terms of cervical curvature. Spearman's test revealed a linear correlation between dorsal curvature and dorsal spinal deformity in the control group, between dorsal and lumbar curves in the two groups, and between dorsal spinal deformity and lumbar and sacral curves and between sacral curvature and dorsal and lumbar curves in the experimental group. In conclusion, spinal deformity measurement is associated with sagittal plane curvatures. The method proposed here is reliable, simple and accessible and can be reproduced without high costs and damage to the patient's health. Universidade Estadual Paulista Faculdade de Ciencias e Tecnologia Departamento de Fisioterapia Universidade Estadual Paulista Faculdade de Ciencias e Tecnologia Departamento de Fisioterapia

The activities presented in this paper are part of a wider project that investigates the effects of infusing the history of science in science teaching, toward students’ learning and attitude. Focused on the work of D. Carlos de Braganc¸a, King of Portugal from 1889 to 1908, and a pioneer oceanographer, the activities are addressed at the secondary Biology curriculum (grade 10, ages 15, 16). The proposed activities include a previsit orientation task, two workshops performed in a science museum and a follow-up learning task. In class, students have to analyse original historical excerpts of the king’s work, in order to discuss and reflect about the nature of science. In the museum, students actively participate in two workshops: biological classification and specimen drawing. All students considered the project relevant for science learning, stating that it was important not only for knowledge acquisition but also for the understanding of the nature of science. As a final remark we stress the importance of creating activities informed by the history of science as a foundation for improving motivation, sustaining effective science teaching and meaningful science learning, and as a vehicle to promote a closer partnership between schools and science museums.

Salaria fluviatilis is one of the few freshwater members of the family Blenniidae and occurs around the Mediterranean Basin. This species is vulnerable or endangered in most countries where it occurs. Thus, information on its developmental biology and the establishment of methods for ex situ reproduction of highly endangered populations, to preserve them until natural habitats are restored, are much needed. A technique for the culture of this endangered species in controlled conditions is presented, together with the description of the full developmental sequence, from egg to adult. The use of the rotifer Brachionus calyciflorus at the onset of exogenous feeding proved to be an efficient way to allow larvae to reach the size when they can feed upon Artemia nauplii. Embryonic development lasted 12–14 d at 20–21 C. Newly hatched larvae measured 5.1 mm total length (TL). The mouth and anus were opened; the eyes were pigmented; there were almost no yolk; and the pectoral fins were small and unpigmented. Most larvae settled at 13.0–14.0 mm TL (27–31 d after hatching) and showed full juvenile pigmentation patterns at 27.0–28.0 mm TL (83 d after hatching). The larvae of this species showed agonistic behaviors once they began to settle.

Submitted by Joana Pipa (jpipa@ispa.pt) on 2012-05-12T10:14:29Z No. of bitstreams: 1 JMBA 90 1263-1268.pdf: 200259 bytes, checksum: 1db1875d3967aec5e2ec6c32bafb5a1c (MD5) Made available in DSpace on 2012-05-12T10:14:29Z (GMT). No. of bitstreams: 1 JMBA 90 1263-1268.pdf: 200259 bytes, checksum: 1db1875d3967aec5e2ec6c32bafb5a1c (MD5) Previous issue date: 2010

No seio da comunidade científica a evolução é aceite como um facto científico. A evolução é actualmente considerada uma teoria que pela sua importância e capacidade explicativa, tem o poder de unificar as ciências biológicas, encontrando-se apenas em discussão os mecanismos pelos quais esta se processa. No entanto, e após 150 anos desde a publicação da “A origem das espécies” por Charles Darwin, a ideia de evolução tem sido posta em causa por inúmeros movimentos criacionistas. Neste trabalho, a teoria da evolução é discutida à luz dos argumentos que são utilizados para questionar a sua validade, nomeadamente tendo por base os princípios que regem a construção do conhecimento científico. Apesar de estes argumentos já terem sido integralmente refutados pela comunidade científica, a educação em ciências não tem sido poupada a esta polémica, observando-se uma forte pressão no sentido de impedir o ensino desta temática. Por outro lado, inúmeros estudos têm evidenciado uma enorme incompreensão por parte dos estudantes de aspectos centrais da evolução. Recentemente, como resposta a este problema, têm sido desenvolvidos esforços de reforma da educação no sentido de reconhecer a importância crucial que a evolução desempenha na compreensão do mundo vivo. Neste sentido, propõe-se que sejam trabalhados na educação em ciências modelos que incluam questões metodológicas, metafísicas e sociais, com o objectivo de promover uma maior compreensão da natureza da ciência, nomeadamente o reconhecimento das teorias científicas como algo que permite não só explicar e explorar a realidade envolvente, como guiar a investigação futura.