Pedro Reis taught biology in secondary schools before moving to the Superior School of Education at Santarém, where he was Head of the Sciences and Mathematics Department, Professor of Science Education and initial and in-service trainer of science teachers. Currently, he is the Sub-Director at the Institute of Education - University of Lisbon. He is also a member of the Research Center on Education at the University of Lisbon. He has published and been involved in research about: a) teachers’ conceptions and practices; b) teachers’ professional knowledge and development; c) students’ conceptions on the nature, teaching and learning of science; d) the discussion of socioscientific issues in science education; and e) ICT integration into science education. He has been involved in research, teacher training and curriculum development projects in Portugal, other European countries (supported by the European Commission), Africa (supported by the World Bank) and Brazil (supported by the Portuguese and the Brazilian Governments).
Abstract: Este trabalho, de apoio ao processo de avaliação do desempenho docente, discute a importância da observação de aulas no desenvolvimento profissional de professores e as funções e potencialidades das diferentes fases do ciclo supervisivo centrado na prática de sala de aula. Apresenta um conjunto de sugestões (abordagens, metodologias e instrumentos) destinado a estimular a reflexão sobre as práticas de sala de aula. Os diferentes instrumentos de orientação e registo incluÃdos neste trabalho pretendem apoiar a comunidade educativa na construção de instrumentos de observação adequados a contextos e finalidades especÃficos. O sucesso de uma observação de aula baseia-se na selecção e na adaptação rigorosas dos instrumentos de acordo com o contexto, as fases do ciclo de supervisão, o foco da observação e as necessidades especÃficas de cada professor.
Abstract: PARSEL Project emerged from the urgent need to overcome the problem of lack
of scientific literacy in the population, which should be a priority in a society where science
occupies a central place. Indeed, nowadays for any citizen to participate in a responsible
and informed way in society he has to be scientifically acknowledgeable. Nevertheless, not
only are scientific levels low in the general population, but also there is an increasing
number of students who avoid science and technology courses and related professions.
Within this context, PARSEL aims at raising science and scientific coursesâ popularity and
relevancy as well as at enacting teachersâ professional development. In order to achieve
these goals, the PARSEL group developed 54 pan-European modules, which were tested
and evaluated by several teachers in several European countries and Israel. Teachers
maintained a close relationship with the university, were highly encouraged to appropriate
the modules and to adapt them to their local conditions and, also to discuss and share their
experiences. In Portugal, modules were tested by a group of eight teachers, and their
students. This paper presents data concerning teachersâ evaluation. Data was collected by
means of interviews, observation and written documents and reveals that teachers positively
evaluated PARSELâs impact on their own professional development. Furthermore, they
considered modules as well as the teaching-learning approach essential for making science
learning relevant and popular for their students.
Abstract: Several educators in science have called for the inclusion of controversial socio-scientific issuesâ discussion in science curricula because of its potential for creating a more real, humane image of scientific activity and for promoting scientific literacy, an essential tool for a responsible citizenship regarding decision-making processes related to socio-scientific issues. However, despite all the favourable opinions and empirical evidence concerning the educational potential for the discussion of socio-scientific issues, these activities are not part of many science lessons, even when the controversial socio-scientific issues comprise the curricular content and the teachers consider discussion of these issues important. This qualitative investigation, based on a case study centered on a Biology and Geology teacher, aimed to understand the factors that influence positively the conduction of discussion activities regarding controversial socio-scientific issues. By analysing data from interviews and class observations, it sought to understand the factors that motivate the teacher to implement this type of activity. This case study shows that the implementation of the discussion activities about controversial socio-scientific issues depends decisively on the teacherâs convictions about the educational relevance of these activities and the knowledge needed for their design, management and assessment. The development of these competences was triggered by professional development opportunities in which the teacher experienced new approaches under expertsâ supervision.
Abstract: Neste artigo recorre-se à análise qualitativa do enredo de histórias de ficção cientÃfica sobre o trabalho de um grupo de cientistas, redigidas por três alunos portugueses da disciplina de Ciências da Terra e da Vida do 11º ano, e à realização de entrevistas semi-estruturadas, com o objectivo duplo de diagnosticar concepções sobre os cientistas e discutir as potencialidades desta metodologia na investigação e na educação em ciência.
A metodologia utilizada revelou-se bastante adequada ao diagnóstico de concepções dos alunos sobre as caracterÃsticas dos cientistas, a actividade cientÃfica e as interacções entre ciência, tecnologia e sociedade. Entre os participantes, foi notória a falta de conhecimentos processuais e epistemológicos sobre a ciência, bem como a existência de diversas concepções estereotipadas e deturpadas sobre as caracterÃsticas e a actividade dos cientistas. Diversos factores parecem contribuir para esta situação, nomeadamente, as práticas de sala de aula utilizadas pelos seus professores, as imagens de ciência veiculadas pelos meios de comunicação social e a ausência, nas aulas de ciências, de qualquer tipo de reflexão crÃtica sobre essas imagens.
Abstract: This article discusses the results of a mainly qualitative study into possible impacts of recent controversial socio-scientific issues on a group of Portuguese secondary school students regarding their conceptions about scientists. The 86 participants: (1) answered a questionnaire with open-ended questions; (2) wrote a science fiction story involving a group of scientists working on a particular situation of her/his choice. Next, semi-structured interviews were carried out to clarify and discuss the ideas embodied in the stories and mentioned in the questionnaire. All data underwent a process of content analysis. The socio-scientific controversies recently discussed, and the way science and scientists are depicted in the media, seem to have produced some impact on studentsâ conceptions about scientists. Based on the results obtained, some remarks and educational implications are discussed.
Abstract: This article discusses the results of a qualitative study, based on case studies, aimed at: a) assessing a group of Portuguese secondary school natural science teachers regarding their conceptions of the nature, teaching and learning of science; b) studying possible impacts of recent controversies surrounding scientific and technological issues on these conceptions and on teachersâ classroom practices.
Five teachers, with different backgrounds and teaching experience, were observed during classes and interviewed with the purpose of studying: a) the relationship between their conceptions and classroom practices; and b) the factors that impede or enhance this relationship. Subsequently, observation notes and interview transcriptions were systematically analysed.
The socio-scientific controversies recently discussed in Portugal seem to have had an impact on teachersâ (1) conceptions about the nature, teaching and learning of science; and (2) classroom practice. However, not all teachers were able to teach according to their conceptions. Some factors seem to mediate the relationship between teachersâ conceptions and classroom practice: National Curriculum, national exams, teachersâ previous experience as scientists, and personal educational priorities or aims. Based on the results obtained, some remarks and educational implications are discussed.
Abstract: Este artigo pretende suscitar reflexão em torno do perÃodo de estágio e de alguns factores que limitam o seu potencial formativo. Apresenta e discute o caso especÃfico de Sofia, uma estagiária de Biologia e Geologia da Faculdade de Ciências da Universidade de Lisboa. O estágio desta jovem professora foi marcado por aspectos muito positivos. No entanto, o seu discurso revela dificuldades não ultrapassadas e o desperdÃcio de algumas oportunidades potencialmente promotoras de desenvolvimento profissional. Um apoio adequado poderia ter auxiliado Sofia a ultrapassar dificuldades e contratempos comuns no inÃcio de carreira e a encarar esses contratempos como vicissitudes naturais e comuns cuja resolução passa pela sua análise e discussão.
