FCT: DCSA - Artigos em revista internacional com arbitragem científica
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- Can consumer surplus decrease with merger efficiencies?Publication . Brito, Duarte; Vasconcelos, Helder; DCSA - Departamento de Ciências Sociais Aplicadas; NOVA School of Business and Economics (NOVA SBE); ElsevierThis paper investigates the impact of mergers on consumer welfare within a Cournot model, considering mergers driven by anticipated efficiency gains and potential post-merger entry. In this framework, we demonstrate that: (i) modest efficiencies can make both merger and entry beneficial, benefiting consumers; (ii) moderate efficiencies may deter entry, harming consumers due to the merger; and (iii) significant efficiencies may discourage entry but lead to lower prices, benefiting consumers. This result, therefore, embodies an important policy implication that assessing the overall effect of a merger on consumer surplus requires evaluating merger-specific synergies alongside the likelihood of post-merger entry.
- Neurociencias Cognitivas en la Formación de Profesores de MatemáticaPublication . Alvarenga, Karly B.; Domingos, António; Zuñiga, Diana; DCSA - Departamento de Ciências Sociais AplicadasEl objetivo principal de este trabajo es presentar indicaciones sobre la inclusión de temas relacionados con las Neurociencias Cognitivas en la formación de profesores de Matemática. El mismo, forma parte de una investigación cualitativa teórica basada en artículos y libros dentro del período 2006-2021. Los resultados muestran la necesidad de incluir temas relacionados al funcionamiento cerebral en el acto de aprender matemáticas como parte de la formación de profesores. Entre estos temas están las emociones, la ansiedad, el don, la cultura, la plasticidad cerebral entre otros. Asimismo, se hacen necesarias más investigaciones colaborativas entre estas áreas para obtener un mejor diálogo entre ellas y, consecuentemente un mejor entendimiento sobre la enseñanza y el aprendizaje escolar.
- Conhecimento Profissional para ensinar matemática num contexto de educação em STEMPublication . Costa, Maria Cristina; Domingos, António; DCSA - Departamento de Ciências Sociais Aplicadas; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH)This paper contributes to the literature by presenting new developments about knowledge to teach and practices of primary teachers who participated in a teachers’ professional development program focused on STEM (Science, Technology, Engineering and Mathematics) hands-on practices. This training context brings added challenges for teachers to innovate their practices in class, namely mathematical practices related to STEM. In particular, we research what knowledge promotes the development and implementation of mathematical interdisciplinary practices within the referred context. With a qualitative methodology and an interpretative approach, and based on data collected for three school years, we conclude that there exists specialized knowledge that is crucial for teachers to be able to develop and implement mathematical interdisciplinary practices in class, which must be taken into account, with a view to the effectiveness of teachers’ professional development programs.
- Between an Old and a New Scramble for Africa?Publication . Gamito-Marques, Daniel; CIUHCT - Centro Interuniversitário de História das Ciências e da Tecnologia; DCSA - Departamento de Ciências Sociais AplicadasIn this article I reflect on my experience as a teacher in the first Warsaw Science Diplomacy School, which was hosted at the European Academy of Diplomacy in 2020. I organized a module on science diplomacy and the relations between Europe and Africa, building on the work I had been developing as a case study author in the context of the H2020 “Inventing a shared Science Diplomacy for Europe” (InsSciDE) project. I discussed the diplomatic role of a Portuguese nineteenth-century zoologist, José Vicente Barbosa du Bocage (1823-1907), who became Portugal’s Minister of Foreign Affairs during a critical period in the Scramble for Africa, in which his country competed with France and Belgium for international recognition of colonial sovereignty over the Congo region. I showed how Bocage’s political career was propelled by his insertion in scientific and colonial networks, and how he deployed them while in power to gain leverage in difficult diplomatic negotiations. The students of the Warsaw Science Diplomacy School 2020 appreciated the extent to which European colonialism in Africa recruited both science and diplomacy for political purposes, its enduring consequences on the diplomatic relations between the two continents, and how this case can illuminate the current race for power in Africa that has now drawn in new contenders, such as China and the United States.
- Thematic Dossier “Prometheus in the Garden of Eden. Essays on the Anthropocene”Publication . Leme, José Luís Toivola Câmara; Diogo, Maria Paula; Scarso, Davide; DCSA - Departamento de Ciências Sociais Aplicadas; CIUHCT - Centro Interuniversitário de História das Ciências e da Tecnologia; Interuniversitary Centre for the History of Science and Technology | Sciendo
- Teaching and learning chemistry and physics with a laboratory stations model in a flipped classroomPublication . Coutinho, Isabel Ribau; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH); DCSA - Departamento de Ciências Sociais AplicadasThis research presents the efforts, to help students, hindered during the COVID19 pandemic, to learn chemistry. With the pandemic, Portuguese students that enrolled in the 10th grade in September 2021, had lower experience in the experimental work, since practical classes at school were suspended from mars 2019 to September 2021. So, students had difficulties in measuring or working with simple laboratory apparatus. They had difficulties in giving meaning to the experimental procedure, describing an observation, collecting data, analyzing data, and interpreting the results. In this context, it was necessary to have a learning and teaching approach different from the one they had in the last three years, to develop the skills they need. The first proposal was to use “Practical work by laboratory stations but it was not enough in the present context. So, a new learning and teaching project that blended digital tools/platforms and practical work in the laboratory was conceived. This learning and teaching project uses hybrid learning environments, based on practical work by laboratory stations, developed according to the collaborative Peer Instruction approach in a flipped classroom environment. The project's main goals were to develop scientific skills (like planning, collecting data observing and measuring, classifying, quantifying, predicting, controlling variables, interpreting, forming conclusions, and communicating) and increase their motivation to learn Chemistry and Physics. But also study the impact of the flipped classroom with laboratory stations, on motivation, self-regulation of learning, the perception of self-efficacy to self-regulate learning and the perceived instrumentality of the self-regulation process. The study population is the students enrolled in the 10th grade (upper secondary school), in a school near Lisbon. The research project was implemented in two classes: one class were subject to the new approach (one in the 10 grade), and the other maintained the regular practice (the control group). In this paper, the results from the first year will be presented and discussed. The data were collected in two moments, in September 2021 and June 2020. The preliminary results, of this research, show that laboratory classes with the flipped room increase not only the motivation and involvement in the learning process but also, the learning outcomes as students become more involved in the tasks.
- Between republicans and freemasonsPublication . Monteiro, João Lourenço; DCSA - Departamento de Ciências Sociais Aplicadas; CIUHCT - Centro Interuniversitário de História das Ciências e da Tecnologia; Elsevier Science B.V., Amsterdam.A lost zoological collection was found in an old school in Lisbon, Portugal. Taxidermied animals, fauna preserved in glass jars, skeletons, and fossilized shells were all part of this collection. The research showed that those animals were used by libertarian teachers in science classes in a school created by republicans and freemasons in the transition from the 19th to the 20th century.
- Modelling the objective function of managers in the presence of overlapping shareholdingPublication . Brito, Duarte; Elhauge, Einer; Ribeiro, Ricardo; Vasconcelos, Helder; DCSA - Departamento de Ciências Sociais Aplicadas; Elsevier Science B.V., Amsterdam.The objective function of managers in the presence of overlapping shareholding may differ from the traditional own-firm profit maximization, as they may internalize the externalities their strategies impose on other firms. The dominant formulation of the objective function in such cases has, however, been criticised for yielding counter-intuitive profit weights when the ownership of non-overlapping shareholders is highly dispersed. In this paper, we examine this issue. First, we make use of a probabilistic voting model (in which shareholders vote to elect the manager) to microfound an alternative formulation of the objective function of managers, which solves the above-mentioned criticism. Second, we apply the two formulations to the set of S&P 500 firms. We show that ownership dispersion of non-overlapping shareholders is, in fact, a relevant empirical issue, which may induce an over-quantification of the profit weights computed from the dominant formulation, particularly under a proportional control assumption.
- Teacher Professional Development in STEM EducationPublication . Costa, Maria Cristina; Domingos, António Manuel Dias; Teodoro, Vítor Duarte; Vinhas, Élia Maria Rodrigues Guedes; DCSA - Departamento de Ciências Sociais Aplicadas; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH); MDPI - Multidisciplinary Digital Publishing InstituteThe implementation of an integrated approach of STEM education with real-life scenarios is crucial to motivate students to learn and to better prepare them for real-world challenges, which is a big challenge for teachers. Therefore, there are implications for teaching practice and consequently the need for professional development. This paper presents an integrated approach of STEM education developed in the context of a collaborative professional development programme implemented in an exclusive online context, provoked by the COVID-19 pandemic. The programme aimed at providing teachers with knowledge and skills to develop STEM integrated tasks to be implemented in class. This study used a quantitative–qualitative approach to answer the research questions, using mixed methods to collect data. Participants are primary school teachers who participated in the programme during four months in the school year 2020/2021. Based on data collected from questionnaires, participant observation and teachers’ final reports, it was verified that teachers recognized the importance of obtaining training in STEM education and that this type of professional development was very relevant and improved their knowledge and skills to implement STEM hands-on practices in class. In addition, a case study of a science and mathematics 6th grade teacher is presented to illustrate how she implement integrated STEM tasks in class based on a real-world scenario such as the COVID-19 pandemic. Finally, teachers recognized the importance of this approach and that it increases students’ motivation to learn.
- Mathematics educationPublication . Costa, Maria Cristina; Domingos, António; DCSA - Departamento de Ciências Sociais Aplicadas; Taylor & FrancisThis paper aims to investigate a way of integrating mathematics, science and technology in primary school, which is considered critical to better prepare students for the real-life challenges of modern world. To achieve this purpose, it is necessary to innovate teachers' practices being crucial to promote their professional development. This study employs the case study of two teachers who participated in a continuing professional development programme developed by the authors of this paper. With a qualitative methodology and an interpretative approach, it was verified that teachers were able to innovate their practices revealing knowledge and skills to create and develop mathematical interdisciplinary tasks in class with their students. In addition, teachers recognized impact on their students and that these practices promoted their interest to learn these subject matters. We argue that it was a collaborative context between teachers with the support of the educators that gave the teachers knowledge and skills to be able to develop this approach in class. We conclude that it is possible to promote interdisciplinarity with mathematics, science and technology in the context of a collaborative teachers' professional development programme.