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A ciência cidadã é uma prática científica com enorme potencial em estudos de monitorização da biodiversidade num contexto de alterações climáticas e na contribuição para a educação em alterações climáticas no 1.º Ciclo do Ensino Básico. O objetivo desta investigação foi compreender as perceções dos professores sobre quais as potencialidades e constrangimentos na sua participação e da dos seus alunos em um projeto de ciência cidadã com uma abordagem investigativa sobre a monitorização das espécies da zona entremarés. Participaram neste estudo 7 professores de 10 turmas do 4.º ano do 1.º Ciclo do Ensino Básico. Com recurso a uma metodologia de métodos mistos, os dados foram recolhidos através de inquéritos por questionário e entrevista semiestruturada aos professores e grelhas de observação preenchidas por estes. Os resultados revelaram que os professores no decorrer do projeto reconheceram as potencialidades da ciência cidadã para a sua própria prática pedagógica e no desenvolvimento de competências nos alunos. Esta investigação reforçou a importância da incorporação de projetos de ciência cidadã com uma abordagem investigativa em contexto escolar tanto no desenvolvimento de competências nos alunos como também dos professores., Sisyphus – Revista de Educação, Vol. 11 No. 2 (2023): Thinking Education in Times of Transition

Citizen science is an approach with huge potential in the study of biodiversity patterns in climate change scenarios. Its potential has also been recognized to contribute to the development of climate change education at earlier ages. This study aimed to investigate the perceptions of in-service teachers about the contribution of citizen science to climate change education. Seven teachers from 10 different elementary school classes participated in this study. Through a mixed methodology, data was collected using questionnaires, semi-structured interviews and participant observation. The results revealed that teachers recognized the potential of citizen science for their own pedagogical practice and students´ developed skills. This study reinforces the importance of teachers’ involvement in citizen science projects. It also stresses the importance of incorporating citizen science projects with an investigative approach in the school context for students and teachers to develop skills., La ciencia ciudadana es un enfoque con un enorme potencial en el monitoreo de la biodiversidad en un contexto de cambio climático y para contribuir a la educación sobre cambio climático en la Educación Primaria. El objetivo de esta investigación era comprender las percepciones de los maestros sobre las posibilidades y limitaciones de su participación y la de sus alumnos en proyectos de ciencia ciudadana. Participaron en este estudio 7 maestros de 10 clases de Educación Primaria. Con una metodología de métodos mixtos, los datos fueron recogidos a través de cuestionarios y entrevistas semiestructuradas a los maestros y de las planillas de observación rellenadas por ellos. Los resultados revelaron que en el curso del proyecto los maestros reconocieron el potencial de la ciencia ciudadana para su propia práctica pedagógica y desarrollo de competencias por los estudiantes. Esta investigación reforzó la importancia de incorporar proyectos de ciencia ciudadana con un abordaje investigativo en el contexto escolar para el desarrollo de competencias tanto de alumnos como de maestros., A ciência cidadã é uma prática científica com enorme potencial em estudos de monitorização da biodiversidade num contexto de alterações climáticas e na contribuição para a educação em alterações climáticas no 1.º Ciclo do Ensino Básico. O objetivo desta investigação foi compreender as perceções dos professores sobre quais as potencialidades e constrangimentos na sua participação e da dos seus alunos em um projeto de ciência cidadã com uma abordagem investigativa sobre a monitorização das espécies da zona entremarés. Participaram neste estudo 7 professores de 10 turmas do 4.º ano do 1.º Ciclo do Ensino Básico. Com recurso a uma metodologia de métodos mistos, os dados foram recolhidos através de inquéritos por questionário e entrevista semiestruturada aos professores e grelhas de observação preenchidas por estes. Os resultados revelaram que os professores no decorrer do projeto reconheceram as potencialidades da ciência cidadã para a sua própria prática pedagógica e no desenvolvimento de competências nos alunos. Esta investigação reforçou a importância da incorporação de projetos de ciência cidadã com uma abordagem investigativa em contexto escolar tanto no desenvolvimento de competências nos alunos como também dos professores.

© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/)., Students with chronic conditions (CC) tend to experience several barriers in terms of their school participation and performance. Therefore, the present study aims to explore the factors related to the time of diagnosis of CC (recent/non-recent), the barriers to participation and academic success (health condition, people's attitude towards CC and school physical environment), the physical and mental health (physical/psychological symptoms and concerns) and school-related variables (relationship with teachers and peers), regarding the school participation of first-year students with CC. This work is part of the HOUSE-Colégio F3 Project, University of Lisbon, which includes 1143 first-year university students from 17 Faculties and Institutes of the University of Lisbon. In this specific study, only the subsample of 207 students with CC was considered, 72.4% of which were female, aged between 18 and 54 years (M = 20.00; SD = 4.83). The results showed that students with a recent diagnosis of CC and students with school participation affected by the CC were those who presented more negative indicators regarding barriers to school participation, physical and mental health, and school-related variables. A greater impact of CC in terms of school participation was associated with having a recent diagnosis, with people's attitude towards CC and with the health condition as barriers, with more psychological symptoms and worse relationships with teachers and peers. This is a relevant message for the organization of health services for students with CC at the beginning of their university studies, especially since they are often displaced from home and managing their health conditions alone (in many cases, for the first time)., Ana Cerqueira—Foundation for Science and Technology (FCT) Grant (SFRH/BD/148403/2019). Fábio Botelho Guedes—Foundation for Science and Technology (FCT) Grant (SFRH/BD/148299/2019).

This article aims to map the scientific production concerning the inclusion of people with disabilities in Science Education to promote a reflection on the production of this area. Bibliometric analysis is used to help understand what stage of research a particular subject is at. Publications on the topic indexed at the Web of Science Core Collection (WoS) were evaluated. A total of 119 articles published between 2009 and July 2019 were selected as dealing specifically with the subject. An increase in the number of articles associating Science teaching (ST) and Inclusive Education (IE) was noted. The journals that published the most, the most productive authors in the area and their collaboration networks were identified. A content analysis of the research was also carried out and the main investigated topics were pointed out. Educational levels, types of disabilities, central themes and specific science areas prevailing in the mapped research were also indicated. We conclude that, despite the growing number of articles, scientific production associating SE and IE is still small, concentrated, and not shared with the scientific community through scientific education journals, and that most research is focused on the use of methodologies and resources, and not on their development.

SUMMARY: This study aimed to develop models that reproduce histological slide images and evaluate them with blind and sighted students from an inclusion perspective. A questionnaire with questions about the ideal characteristics of a model was answered by visually impaired (VI) students. Based on the responses and optical microscopy images from histological atlases, nine models were constructed with standardized materials. The models were tested at different times with VI students and with students who see. Our results indicate that morphology teaching, according to the students themselves, should make use of extra resources, such as models. The ideal characteristics for model efficiency as a teaching tool were representative textures and reliefs. The models built were evaluated by blind students in Spain and sighted students in Brazil because, from an inclusive perspective, it is ideal that the same material can meet the demands of all types of students. The use of the developed models enhanced learning in both groups, even when combined with microscopes for sighted students. According to student opinions, the use of relief models can represent an important pedagogical strategy used to teach morphological. The importance of developing that materials was also highlighted from an inclusion perspective, as these materials can be used in mixed classes, all students together, in cooperative learning. This study aids morphological subject teachers who teach visually impaired students to know where to start on the path to an inclusive and pedagogically coherent learning process.

Objective: The objective of this article is to report a clinical case in which botulinum toxin type A was applied to the masseter and temporal muscles in order to control pain in a patient diagnosed with Temporomandibular Dysfunction who did not respond to previous treatments, especially for reduction painful symptoms. Methodology: This article is a case report of a clinical, descriptive and analytical nature, which aims to report in detail and based on science, the treatment of a patient who suffered with severe facial pain caused by temporomandibular disorder (TMD). Results: After a careful diagnosis and taking into account the patient's clinical history of previous unsuccessful treatments for remission of painful symptoms, the reduction of pain reported by the patient was achieved through the application of botulinum toxin to the masseter and temporal muscles, as well as a reduction in pain. volume of the muscles that were hypertrophied and increased amplitude of mouth opening. Conclusion: The application of botulinum toxin to a patient suffering from muscle TMD has proven to be an effective therapy in reducing and controlling the pain reported by the patient. However, more studies are needed, with a longer follow-up and more treated patients. Objetivo: El objetivo de este artículo es reportar un caso clínico en el que se aplicó toxina botulínica tipo A a los músculos masetero y temporal con el fin de controlar el dolor en un paciente diagnosticado de Disfunción Temporomandibular que no respondió a tratamientos previos, especialmente para reducción de síntomas dolorosos. Metodología: Este artículo es un reporte de caso de carácter clínico, descriptivo y analítico, el cual tiene como objetivo reportar de manera detallada y con base científica, el tratamiento de un paciente que padecía de dolor facial severo causado por trastorno temporomandibular (TTM). Resultados: Después de un diagnóstico cuidadoso y teniendo en cuenta la historia clínica del paciente de tratamientos previos infructuosos para la remisión de los síntomas dolorosos, se logró la reducción del dolor informado por el paciente mediante la aplicación de toxina botulínica en los músculos maseteros y temporales, así como una reducción del dolor. volumen de los músculos que estaban hipertrofiados y aumento de la amplitud de la apertura de la boca. Conclusión: La aplicación de toxina botulínica a un paciente que sufre de TMD muscular ha demostrado ser una terapia eficaz para reducir y controlar el dolor informado por el paciente. Sin embargo, se necesitan más estudios, con un seguimiento más prolongado y más pacientes tratados. Objetivo: O objetivo deste artigo é relatar um caso clínico em que foi realizada a aplicação da toxina botulínica tipo A nos músculos masseter e temporal com finalidade de controle da dor em paciente com diagnóstico de Disfunção Temporomandibular que não respondia a tratamentos anteriores, especialmente para redução da sintomatologia dolorosa. Metodologia: O presente artigo trata-se de um relato de caso clínico, descritivo e de cunho analítico, que tem por objetivo relatar de forma detalhada e embasada na ciência, o tratamento de uma paciente que sofria com fortes dores faciais causadas pela disfunção temporomandibular (DTM). Resultados: Após diagnóstico criterioso e levando em consideração o histórico clínico da paciente de tratamentos anteriores sem sucesso para remissão da sintomatologia dolorosa, foi alcançado através da aplicação de toxina botulínica nos músculos masseter e temporal a redução da dor referida pela paciente, bem como, diminuição de volume dos músculos que se encontravam hipertrofiados e aumento de amplitude de abertura bucal. Conclusão: A aplicação de toxina botulínica em paciente que sofre com DTM muscular se mostrou uma terapia eficaz na redução e controle da dor relatada pela paciente. Porém, se fazem necessários mais estudos, com um maior tempo de acompanhamento e mais pacientes tratados.

Objetivo: Realizar a adaptação transcultural do instrumento: Autism Classification System of functioning: Social communication (ACSF: SC), que permite classificar o nível da função da comunicação social de crianças com transtorno do espectro autista (TEA), para uso no Brasil. Método: Estudo metodológico de adaptação transcultural do instrumento ACSF: SC. Foram seguidas recomendações para adaptação transcultural de protocolos da área da saúde, que incluiu a permissão assegurada, tradução, tradução reversa, revisão e painel de especialistas. Resultados: A avaliação dos especialistas evidenciou que a versão traduzida do instrumento ACSF: SC foi bem compreendida conceitualmente e adequada culturalmente, com 48 frases apresentando índice de concordância maior que 90% quanto à equivalência conceitual e cultural. Frases que não obtiveram níveis adequados de concordância foram revisadas, conforme sugestões dos especialistas. Conclusão: A equivalência entre o instrumento ACSF: SC original e a tradução está garantida, obtendo índice de concordância acima de 90%. O instrumento estará apto para uso clínico em breve, após validação de suas propriedades de medida.

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.

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.

Dos objetivos, dos anos 80 e 90 do Século XX, para as competências, dos anos 2000 e destas, para as metas curriculares, as escolas têm assistido, confusas, às opções do Ministério da Educação acerca do currículo. Estas opções encerram diferentes posições acerca de quais devem ser as principais finalidades da educação, bem como diferentes formas de entender os processos de aprendizagem e de ensino. Neste texto procede-se a uma análise crítica dos documentos curriculares de ciências naturais, desde 1977 até ao presente, baseada nas teorias curriculares que os enquadram. Procura-se identificar algumas tensões e aspetos críticos a ter em conta na altura de conceber um currículo de ciências funcional, útil para os professores, e que considere os desenvolvimentos ocorridos nas áreas do currículo e da educação em ciência., Interacções, vol. 11 n.º 39 (2015): NÚMERO ESPECIAL - XV Encontro Nacional de Educação em Ciências

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.

International audience; In this article the authors resort to a qualitative analysis of the plot of science fiction stories about a group of scientists, written by two 11th grade Earth and Life Science students (aged 17), and to semi-structured interviews, with the double purpose of: a) diagnosing their conceptions of the nature of science, namely as regards scientists' activity; and b) discussing the potentialities of this methodology in terms of research and education in science. The adopted methodology proved particularly effective in diagnosing the students' conceptions of scientists' characteristics, scientific activity and science-technology-society interactions. The limited content of certain conceptions and a certain lack of knowledge on the part of the students concerning the processes and the epistemology of science highlight the need to pay explicit attention in science classes to the nature of scientific activity. Some of the ideas brought up by the students clearly show the influence of stereotypes and catastrophic scenarios depicted in films, television programs and books, revealing media's limitations when divulging scientific and technological themes to the general public and stressing the need for the school to promote a critical debate about science and technology images conveyed by the media.