FCT: UIED - Documentos de conferências internacionais
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- Pre-service teachers’ knowledgePublication . Rocha, Helena; UIED - Unidade de Investigação Educação e DesenvolvimentoMathematics is present everywhere. However, uncovering the relevance of Mathematics requires, from the teachers, a special kind of knowledge. This study tries to characterize the knowledge used by pre-service teachers when developing a mathematical task intending to promote the students’ exploration of barcodes. The study adopts a qualitative and interpretative methodology and the data were collected using class observation and interviews. The analysis is guided by the Application and Pedagogical Content Knowledge, a model inspired on TPACK (from Mishra and Koehler) and MKT (from Ball and colleagues). The conclusions point to some difficulties to see the potential of the situation to promote mathematical learning. The knowledge on the mathematical content seems to be dominant on the options assumed and operated in a rigid way that prevent the pre-service teachers from exploring the richness of the situation on the tasks they developed.
- Interactive computational modelling to improve teaching of physics and mathematics in marine geophysicsPublication . Neves, Rui Gomes; Neves, Maria C.; UIED - Unidade de Investigação Educação e Desenvolvimento; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH)This study discusses the implementation of a learning sequence with interactive computational modelling activities in the context of introductory marine geophysics university courses. The application of two computer modelling systems, Modellus and Mirone, is considered for the introduction of mathematical physics models of interest in marine geophysics to students having only basic level knowledge of physics and mathematics and no prior knowledge of scientific computation. Modellus is used to compute the theoretical depth of the seafloor predicted using the plate cooling model, while is used to manipulate and display actual bathymetric data in the region of mid-ocean ridges. The combination of both software systems is illustrative and insightful of functionalities suitable to develop other computational modelling activities for marine geophysics as well as for other areas of the geosciences.
- Physics education with interactive computational modellingPublication . Neves, Rui Gomes; UIED - Unidade de Investigação Educação e Desenvolvimento; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH)The development of knowledge and cognition in physics and other fields of contemporary science, technology, engineering and mathematics (STEM) is based on modelling processes increasingly requiring advanced methods of scientific computation. Physics education for STEM education should then involve learning sequences featuring modelling activities with computational knowledge and technologies. Such sequences should manifest epistemological and cognitive balance between theory, experimentation and computation, be interactively collaborative, and ensure the development of meaningful knowledge in physics, mathematics and scientific computation, appropriately considering the diversity of STEM contexts. To address this challenge we have proposed an approach based on the creation of sequences of interactive engagement learning activities with computational modelling that explore different kinds of modelling, introduce scientific computation progressively, generate and resolve cognitive conflicts in the understanding of physics and mathematics, and comparatively analyze the various complementary representations of the mathematical models of physics. In this work we discuss a learning sequence about fluid mechanics for introductory physics students of STEM university courses, during which they built and explored in the computer mathematical physics models and animations helping them resolve difficulties persisting after theoretical lectures and problem-solving paper and pen activities.
- The notion of function held by basic education pre-service teachersPublication . Viseu, Floriano; Mendes, Paula; Rocha, Helena; UIED - Unidade de Investigação Educação e Desenvolvimento; DM - Departamento de MatemáticaThe current curricular guidelines for mathematics education in Portugal emphasize the relevance of working with different representations of functions to promote understanding. Given this relevance, we seek understanding about the notion of function held by 37 basic education pre-service teachers in their first year of a master's course. Data were collected through a task focusing on identifying functions in situations based on diferent representations. The content analysis technique was then adopted in the search for an understanding of the justifications given by the participants. The results achieved suggest it is easier for the pre-service teachers to identify examples that are not functions than exemples that are functions. There is also a tendency for greater accuracy in the identification of examples expressed by tables than by algebraic expressions. The justifications presented show a notion of function as a relation between values of two non-empty sets, but without guaranteeing that this relation is single-valued.
- Distance continuing education for enterprises in European UniversitiesPublication . Gonçalves, Maria JoséThis paper reports findings of a survey conducted in five European universities, concerning the role that university continuing education can play in continuing education specially designed for enterprises. Findings are discussed both according to the experience of these university centres of continuing education, and to our previous research on enterprises training needs.
- Une vision systémique de la formation continue universitairePublication . Gonçalves, Maria JoséL’article présente des résultats d’une recherche sur la Formation Continue Universitaire (FCU) pour les entreprises. Les universités sont ici considérées comme des systèmes complexes, auto-finalisés, non-prévisibles, en interaction avec leur environnement. Afin d’accéder à une vision de la complexité de la formation, nous avons eu recours à la pensée systémique. La FCU est conçue comme un espace de régulation de l’interaction entre le monde des entreprises et l’université. Nos résultats suggèrent que les interactions qui s’établissent à l’intérieur de l’université et avec l’extérieur, nécessaires à la mise en œuvre de la FC, peuvent se constituer comme de valables inducteurs d’apprentissage organisationnel dans toutes les organisations engagées, l’université devenant, elle aussi, une organisation apprenante. The paper presents some results of a research on Continuing Professional Development for companies. Universities are here considered as complex systems, auto-finalised, non-predictable, in interaction with their environment. In order to access to a vision of the complexity of CPD, we used systems thinking as a tool. CPD is viewed as a space of regulation of the interaction between the enterprise world and university. Our results suggest that the interactions established within the university and with the external world, necessary to implement this education and training, can become valuable inductors of organisational learning for all organisations involved, the university also becoming, itself, a learning organisation.
- A view of Teresa Ambrósio's work and life (1936-2007)Publication . Gonçalves, Maria JoséTeresa Ambrósio was a contemporary Portuguese leading woman scientist in the field of educational science. In this article, following a sociological perspective, an overview of her personal, academic, political and scientific life is presented, trying to insert her main functions and achievements in a wider context of the history of the country and the specific society where she lived. The article seeks to illustrate how her personality, political and social environment, as well as both challenges and supportive colleagues, friends and family shaped the citizen, the politician and the woman scientist who left an outstanding legacy for the Portuguese educational thinking. Thus, selected periods in Ambrósio’s life and work are placed in a broader cultural- historical context. One of the aims of this paper is to provoke a critical reflection on how a mother of four overcame traditional barriers women scientist face, at a time when female percentage at universities, both academics and students, was much lower than it is nowadays. It will also be shown how the interaction with other scientists and personalities she met have contributed to “interlace” a life that she described as a track, zigzagged pathways built up for, by, with the others.
- Cities and emerging networks of learning communitiesPublication . Gonçalves, Maria JoséIn the 21st century the majority of people live in urban settings and studies show a trend to the increase of this phenomenon. Globalisation and the concentration of multinational and clusters of firms in certain places are attracting people who seek employment and a better living. Many of those agglomerations are situated in developing countries, representing serious challenges both for public and private sectors. Programmes and initiatives in different countries are taking place and best practices are being exchanged globally. The objective is to transform these urban places into sustainable learning cities/regions where citizens can live with quality. The complexity of urban places, sometimes megacities, opened a new field of research. This paper argues that in order to understand the dynamics of such a complex phenomenon, a multidisciplinary, systemic approach is needed and the creation of learning cities and regions calls for the contribution of a multitude of fields of knowledge, ranging from economy to urbanism, educational science, sociology, environmental psychology and others.
- Construção de um dispositivo de formação para tutores de empresaPublication . Gonçalves, Maria JoséO artigo apresenta os resultados de um projecto europeu que teve como objectivo desenvolver as competências dos tutores que, nas PME de países europeus, orientam a componente de formação em contexto de trabalho, ou estágios de final de curso de jovens provenientes de cursos profissionais, técnico-profissionais, ou do ensino superior. Descrevem-se as diferentes fases do projecto, bem como a abordagem metodológica que deu origem à criação de um instrumento de formação – CDROM. Para além da inovação que constitui esta transferência de conhecimento específico para uma determinada função profissional, as sucessivas fases do projecto deram origem à criação de uma rede alargada que combinou o diálogo presencial com a utilização das novas tecnologias da comunicação e informação, criando uma dinâmica de partilha de conhecimento existente e criação de conhecimento novo.