ESECS - Artigos em revistas internacionais
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- Funcionamento e potencialidades do percurso didático enquanto dispositivo de ensino da leitura e da escrita: o género entrevista no 3.º ano de escolaridadePublication . Jorge, Noémia de Oliveira; Marques, J.; Bastos, S.Neste artigo pretendemos apresentar um dispositivo didático orientado para o ensino de géneros textuais: o percurso didático (AUTOR1, 2019; AUTOR1, GONÇALVES & COUTINHO, 2022). Concebido no programa de trabalhos do interacionismo sociodiscursivo (BRONCKART, 1997), este dispositivo inspira-se na sequência didática (DOLZ, NOVERRAZ & SCHNEUWLY, 2004) e na sequência de ensino (PEREIRA & CARDOSO, 2013; PEREIRA, CARDOSO & GRAÇA, 2013). Depois de explicitarmos os contornos conceptuais do percurso didático, apresentaremos os resultados de uma investigação desenvolvida em torno deste dispositivo de ensino, em Portugal, no 1.º Ciclo do Ensino Básico em Portugal (3.º ano de escolaridade), em 2022, com enfoque no género entrevista (impressa, destinada ao público infantojuvenil). Ao longo do artigo, daremos conta das três etapas que nortearam a investigação: i) descrição prévia do género a focar (com base na revisão de literatura e na análise das práticas sociais de referência); ii) relato da experiência didática realizada (com recurso à observação participante, em contexto de investigação sobre a própria prática – PONTE, 2002); iii) análise da entrevista produzida coletivamente pelos alunos, no momento final do percurso didático, tendo em conta três dimensões de análise: temático-estrutural, linguística, gráfica. Esperamos, assim, não apenas ilustrar o funcionamento do percurso didático, como também evidenciar as potencialidades deste dispositivo de ensino-aprendizagem, sobretudo a dois níveis: compreensão e produção de textos e de géneros textuais; atividade metalinguística.
- Analysis of Frailty Indices Based on Sociodemographic and Clinical Determinants in Older WomenPublication . Rodrigues, Filipe; Monteiro, Diogo; Susano Jacinto, Miguel Ângelo; Matos, Rui; Amaro, Nuno; Pocinho, Ricardo Filipe da Silva; Gordo, Sara; Dias Tavares da Silva, Sílvia Manuela; Antunes, RaulBackground: The aim of this study was to analyze levels of frailty, across physical, psychological, social, and overall dimensions, according to marital status, age, number of diagnosed illnesses, and number of medications taken in community-dwelling older women. Methods: The study included a total of 94 older women, aged between 60 and 89 years. All participants completed a sociodemographic and clinical questionnaire, as well as an instrument to measure physical, psychological, and social frailty, along with the total frailty score in the study participants. Group comparison test, such as the Kruskal–Wallis test, was applied. Results: Statistically significant differences (p < 0.05) in frailty were associated with marital status, clinical burden, and polypharmacy, with widowed/divorced individuals, those with more diagnosed diseases, and those taking more medications exhibiting higher physical and total frailty levels, while psychological frailty was notably higher in the oldest age group. Conclusions: The results indicate that physical and social interventions should be more relevant for older women with greater social isolation, as they may increase frailty indices and consequently the risk of hospitalization, institutionalization, and mortality.
- Os títulos no processo de escrita de histórias por alunos do 2.º ano de escolaridadePublication . Barbeiro, Luís Filipe; Pereira, Luísa Álvares; Coimbra, Rosa Lídia; Calil, EduardoO título, embora referindo-se ao texto, também funciona de forma autónoma. A sua motivação advém da relação com o texto e com outros títulos conhecidos. O nosso objetivo é entender a génese dos títulos no processo de escrita de histórias por alunos do 2.º ano. Para isso, a interação entre os alunos, organizados em díades e produzindo histórias, foi registada utilizando o sistema RAMOS, um recurso audiovisual que capta simultaneamente o diálogo entre os alunos e o que eles estão a escrever. As transcrições da produção de 14 histórias por quatro díades foram analisadas e o diálogo referente ao título foi considerado como uma unidade de análise. Os resultados mostram o lugar autónomo da construção do título no processo de escrita e a projeção no título de um elemento nuclear da história. Entender o processo de escrever um título pode ajudar os alunos a estar conscientes da sua importância e possibilidades.
- The moderation role of self-efficacy on the relationship between transformational leadership and enjoyment in physical educational studentsPublication . Sánchez García, C.; Reigal, R. E.; Monteiro, Diogo; Hernández Martos, J.; Hernández Mendo, A.; Morales Sánchez, V.Background: Enjoyment in physical education classes is recognized as a key factor in fostering a positive relationship with physical activity. Its significance as a component for sports participation is emphasized. Purpose: This study investigates the moderating role of self-efficacy in the relationship between the transformational leadership of physical education teachers and students’ enjoyment during classes. The hypothesis is that students’ perceived self-efficacy moderates this relationship. Methods: An associative and explanatory approach was employed. The study involved 429 adolescents (205 boys, 224 girls) aged 14–16 from the province of Málaga, Spain. Data was collected using three questionnaires: the Transformational Teaching Questionnaire to assess the teacher’s transformational leadership, the Motor Self-Efficacy Scale to measure students’ motor self-efficacy, and the Intrinsic Satisfaction in Sport Instrument to evaluate students’ enjoyment in physical education classes. Results: The findings revealed a positive relationship between teachers’ transformational leadership and students’ enjoyment in physical education classes. Moreover, students’ motor self-efficacy was found to moderate this relationship: Specifically, the positive effect of transformational leadership on enjoyment was more pronounced among students with low self-efficacy, whereas the effect was less evident among students with high self-efficacy. Discussion: The study concludes that transformational leadership influences students’ enjoyment in physical education classes, but its impact is moderated by students’ perceived self-efficacy. These results emphasize the importance of training physical education teachers in transformational leadership strategies to improve students’ experiences, fostering active and healthy lifestyles from adolescence into adulthood.
- Extending Dirac and Faddeev-Jackiw Formalisms to Fractal First alpha-Order Lagrangian SystemsPublication . Golmankhaneh, Alireza Khalili; Şevli, Hamdullah; Tavares, Dina; Jørgensen, Palle E. T.This paper presents the foundational concepts of fractal calculus before generalizing the Dirac Constraint Formalism and the Faddeev-Jackiw Formalism for first -order Lagrangian systems in fractal spaces with non-integer dimensions. We provide a detailed analysis of the generalization process, highlighting the theoretical framework and key results, including the extended structure of the constraint systems in these Lagrangian formulations. Specific examples are discussed to demonstrate the practical application of the generalized formalism and to validate the consistency of our results. Moreover, graphical visualizations are included to enhance clarity, offering a visual interpretation of the findings and illustrating the relationship between the theory and its real-world implications.
- Fire effects on litter chemistry and early development of Eucalyptus globulusPublication . Águas, Ana; Incerti, Guido; Saracino, Antonio; Lanzotti, Virginia; Silva, Joaquim S.; Rego, Francisco C.; Mazzoleni, Stefano; Bonanomi, GiulianoBackground and aim Fires affect what happens to litter in ecosystems. Biological and chemical effects of burnt litter on plants are not as of yet fully understood. We aimed to assess the effects of heat-treated leaf litter on germination and seedling root growth of Eucalyptus globulus. Methods Litter from E. globulus, Acacia dealbata, Pinus pinaster, and Quercus suber was collected in Portugal, on Humic Cambisol, and heated between 25 °C and 600 °C. Those materials were then characterized by: 13C CPMAS NMR spectroscopy, proximate lignin and cellulose, and elemental analyses. Afterwards, they were used as substrate in bioassays with Eucalyptus seeds. Results Heating changed litter composition (P < 0.05), consistently across species: alkyl C, O-alkyl C, and methoxyl + N-alkyl C decreased more than 50%; and aromatic C increased more than 5-fold. Unheated and lightly heated litters inhibited germination and growth, with maximum inhibition by Quercus and Eucalyptus litters, down to 17% of the control (P < 0.05). Severely charred materials had neutral or stimulatory effects, up to 191% of the control (P < 0.05). These responses were associated with concentrations of dominant C types in litters (P < 0.05). Conclusion Litter charring, as it occurs during wildfires, is potentially critical for the success of E. globulus’s regeneration from seeds.
- Teacher perspectives on language learning psychologyPublication . Gkonou, Christina; Mercer, Sarah; Daubney, MarkResearch into the psychology of language learning has grown exponentially in the last decade, yet, teacher perspectives on the field have been surprisingly absent from this body of research. The present study was designed to address this gap. Drawing on a survey with 311 foreign language teachers working at different school levels in 3 European countries, and on individual, semi-structured interviews with 11 teachers, the study focuses on the psychological aspects of language learning which teachers felt were particularly important in their own settings. In particular, teachers’ beliefs, experiences and teaching strategies were explored. The data also revealed strong interconnections between language learning psychology constructs, differences across contexts, and a perceived link between learner and teacher psychology.
- Children’s use of ICT, family mediation, and social inequalitiesPublication . Diogo, Ana Matias; de Carvalho da Silva, Pedro; Viana, JoanaChildren have increasing access, and at younger ages, to ICT. This results from state policy measures, or from families having progressively provided ICT access to their children, or both of these influences. As a critical approach to the impact of technology in the construction of social change, this paper seeks to understand how children's relationships are built with ICT, and how family background and mediation affects this relationship, within the context of socialisation and a certain position in social space. From two case studies we present results of a multivariate analysis as well as qualitative data. The data suggest that the democratisation of access to ICT, amplified by the wide distribution of a laptop computer to children in elementary schools, has resulted in distinct profiles of use by children. These profiles appear linked to different (academic and digital) family resources and diverse parental involvement concerning these uses (regulation and support).
- What Do Children with Above-Average Abilities Understand About Financial Literacy?Publication . Santos, Eulália; Tavares, Fernando Oliveira; Maurício, CátiaMetaphors help to simplify complex concepts, making them more accessible and understandable for children. Children can build a more concrete understanding of these concepts by associating abstract financial ideas with familiar situations or objects. The present study aims to explore what children with above-average abilities understand by financial literacy, using words and images as tools of expression. During a workshop, 22 children with above-average abilities participated in two tasks, one individual and one group task. The results showed that “save” (90.9%), “money” (63.9%), “invest” (59.1%), and “bank” (54.5%) are the words most strongly associated with the concept of financial literacy among the children. Regarding images, money (M = 1.77), a clock or calendar (M = 2.50), a pig (M = 2.75), and a house (M = 2.84) were identified as the most representative symbols of financial literacy for this group of children. In the group task, children perceive financial literacy mainly as managing and using money to satisfy needs and desires. The results can inform educators about the need to adapt educational materials to match children’s level of understanding better, promoting more effective and accessible financial education.
- Introducing Exploratory Teaching in Preservice Teacher Education Through Lesson StudyPublication . Duarte, Nicole; Ponte, João Pedro da; Faria, FilipaIn exploratory teaching, the pupils learn from their work on tasks that aim to introduce new concepts, procedures, representations and mathematical ideas. Lesson study, with its focus on teachers’ collaborative and reflective work around issues of pupil learning, is a powerful formative process that may be used in preservice teacher education, sustaining an exploratory teaching approach. In this article, we present a lesson study experience in preservice teacher education, addressing the case of a preservice teacher who is preparing to teach in grades 1–6. Our aim is to identify what key aspects of knowledge of teaching practice does the preservice teacher use when preparing and leading an exploratory lesson during her participation in a lesson study. Our methodology is qualitative, with data collected from the lesson study sessions and the collection of documents produced during the lesson study work, and the data are analysed using a model that presents the key aspects of knowledge of teaching practice. The results show that the structure and the activities carried out in the lesson study, such as designing the lesson, selecting the task and anticipating questions to be posed to pupils, promoted the use of the preservice teacher’s didactic knowledge regarding the phases of an exploratory lesson.