A5057833195- Environmental Sustainability and Education
- Science and Education Research
- Environmental Education and Sustainability
- Sustainability in Higher Education
- Education Pedagogy and Practices
- Chemistry Education and Research
- Education and Digital Technologies
- Geography Education and Pedagogy
- Educational methodologies and cognitive development
- Geochemistry and Geologic Mapping
- Museums and Cultural Heritage
- Educational Practices and Policies
- Electric and Hybrid Vehicle Technologies
- Geology and Paleoclimatology Research
- Educational Research and Science Teaching
- Obesity, Physical Activity, Diet
- Diverse Educational Innovations Studies
- Innovative Education and Learning Practices
- Behavioral Health and Interventions
- Science and Science Education
- Diverse Education and Engineering Focus
- Electric Vehicles and Infrastructure
- E-Learning and Knowledge Management
- Advanced Battery Technologies Research
- Geotourism and Geoheritage Conservation
University of Coimbra
2021-2023
University of Aveiro
2016-2022
Institute for Systems Engineering and Computers
2012-2022
University of Lisbon
2022
Polytechnic Institute of Coimbra
2012
The Salgado and Consolação geosites are located on the Portuguese coast of West Iberian Margin represent two Upper Jurassic reference sections Amaral Formation interpreted as a barrier-lagoon depositional environment within mixed carbonate platform context. Outcrops exposure access conditions allow detailed study succession, well its use geotourism target, particular relevant geoeducation resource. But, in addition, these geosites, due to their geodiversity, can also serve particularly...
A story of lithospheric plates Whether plate tectonics began 850 million years ago or earlier is uncertain. FINGER-PT hypothesises that preservation bias obscures evidence modern-like tectonics. To test this, the project analyses detrital minerals in sedimentary rocks, employing experimental petrology, elastic barometry, and geochemistry to uncover when tectonic processes as we know them began.
Science education plays a key role in promoting Education for Sustainable Development (ESD) through the training of informed and participatory citizens committed to management our planet its resources. This work presents design assessment an In-Service Teacher Program (ISTEP) Educational Design Research approach aiming at developing skills that make it possible operationalize experimental practical teaching science topics, within scope ESD, articulated, coherent, progressive way throughout...
A parental child-centered feeding approach is likely to keep children’s biological mechanisms activated while eating, protecting them in an obesogenic context. However, few practice measures assess parents’ behaviors guide and prompt children identify respond appropriately their signs of hunger satiety. We aimed develop study the reliability, validity, measurement invariance a new scale practices promote self-regulation food intake. To pursue this aim, we conducted two descriptive,...
This study aims to identify and characterize the understanding of concept Sustainable Development in official scientific educational documents basic education Portugal. Methodologically, it is a qualitative that fits into interpretive paradigm; its implementation based on an interpretative-descriptive strategy exploratory nature. The involved organization analysis corpus subsequent content selected documents. included this are teaching learning Natural Sciences Basic Education (1st 9th...
The curricular documents for Basic Education Sciences in Portuguese schools (ages 6 to 15) that currently affect teachers and students across the world integrate Sustainable Development concerns regarding soils. A sharp gap emerges between official teachers’ perceptions of how approach such issues. Urgent measures are required bridge both worlds: reformulations guide practices educational resources focused on soils from a perspective. new organization this theme aims promote quality...
O estudo que se apresenta teve como principal finalidade conceber, implementar e avaliar um programa de formação contínua para professores do 1.º Ciclo Ensino Básico na área da Educação em Ciências. Este visou a promoção competências planificação, implementação avaliação práticas integradas educação formal não- ciências com enfoque CTS. contou participação 12 professores- formandos Escola Ciência Viva Vila Nova Barquinha, única escola Portugal tem nas suas instalações Centro Integrado Como...
Neste trabalho apresentam-se a concepção, elaboração, validação e estudo piloto de dois questionários (Questionário Inicial Questionário Final) para recolha dados apoio um projeto doutoramento em curso na Universidade Aveiro (Portugal) sobre o educação geociências no Ensino Básico (do 1.º ao 9.º ano), especificamente "Ensino ciências ensino básico: desenvolvimento sustentável atividades práticas solo". Estes foram aplicados momentos âmbito uma Oficina Formação Professores Ciências do...