Percorrer por autor "Ferreira, Sandra"
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- Análise às dinâmicas existentes, na defesa da floresta contra incêndios, no concelho de Mortágua MortáguaPublication . Ferreira, Sandra; Viana, Helder; Barracosa, PauloOs incêndios Florestais são um fenómeno próprio de várias regiões, abrangendo aquelas que apresentam clima com características mediterrâneas, como o nosso país. Embora exista unanimidade em considerar a questão dos incêndios florestais, como um problema grave que urge resolver, ou pelo menos minorar, a verdade, é que dadas as suas variadas facetas., nem sempre, os diferentes Intervenientes envolvidos se mostram de acordo quanto à forma de o fazer. A Região Centro tem, nas últimas décadas, sentido o flagelo dos incêndios florestais, e em particular nos concelhos de Distrito de Viseu (DV). No período entre 1990 e 2003, observou-se, no DV, uma área florestal ardida total de mais de 182.500 hectares, sendo cerca de 67.600ha de povoamentos e 114.900ha de matos, com mais de 31700 ocorrências. A análise da evolução dos fogos florestais, no período referido, revela que estes ocorrem com uma frequência cíclica, tendo tido picos de maior área ardida nos anos de 1990, 1996 e 1998 e 2000, não se observando uma relação directa com o número de ocorrências. Este comportamento, embora com as devidas diferenciações, observa-se, de um modo geral, em todos os concelhos do DV, à excepção do concelho de Mortágua, onde esta situação é paradigmática. De facto, a partir do ano de 1995, observa-se neste concelho, uma quase inexistência de área ardida, não obstante, de ser dos concelhos que apresenta uma maior taxa florestal. Com o intuito de contribuir para uma melhor compreensão, sobre as estratégias levadas a cabo pelas Entidades competentes, e pela população do concelho, no planeamento das acções de defesa e combate aos incêndios florestais, que contribuíram para a diminuição dos incêndios e consequentemente da área ardida, foi realizado este trabalho, com o apoio da Associação de Produtores Florestais de Mortágua. Foram levantadas todas as infra-estruturas florestais existentes no concelho e, simultaneamente, foi elaborado um inquérito aos proprietários florestais para conhecer a sua atitude face à floresta.
- Educational Robotics and Environmental Education: Experiences and Ideas from Initial Early Childhood Teacher EducationPublication . Pacheco Figueiredo, Maria; Ferreira, Sandra; Azevedo Gomes, Cristina; Abrantes, Isabel; Alves, ValterThe connection between nature-based experiences and educational robotics was explored in a project on environmental education in early childhood education. Future teachers contributed to the study on the potential of educational robotics to enhance nature-based experiences for children for environmental education purposes. Direct experiences with nature in early childhood contribute to care for nature across their lifespans (Chawla, 2020; Ernst et al., 2021). The explicit connection between nature experiences and sustainability in early childhood education is a relatively recent development (Elliott and Hughes, 2023). Educational robotics and other technologies can be used to support the connection between indoor and outdoor experiences as well as provide an engaging learning experience that combines the excitement of robotics with the wonder of the natural world (Figueiredo and Ferreira, 2024). As an interpretative study (Cresswell, 2014), the data was collected through observations of 20 teacher education students (female) in their practicum, and group interviews on educational robotics, environmental education, and nature outdoors. The data was analysed using content analysis. Information about the study and a consent form were provided to all participants. Anonymity was assured. Participants could withdraw at any time. All participants found proposals for combining robotics and nature in meaningful ways. Articulating those experiences with environmental education was challenging beyond the idea of connection to nature. Being-in-nature is necessary but insufficient for environmental education, requiring further work by educators, for example on ethical relationships between humans and “more-than-humans” (Elliott and Young, 2015). It would be beneficial if awareness of these dimensions was incorporated across teacher education
- Preparing Future Educators: a Higher Education Course Curriculum on Robotics and Environmental EducationPublication . Arta Rūdolfa; Ketlīna Tumase; Lidija Vujičić; Jasminka Mezak; Elif Anda; Figueiredo, Maria; Ferreira, Sandra; Gianluca Pedemonte; Nicolò Monasterio; Mary O’Reilly; Noletta Smyth; Jan Delcker; Rudolfa, Arta; Tumase, KetlinaThe GREENCODE Higher Education Curriculum has been developed to equip preservice preschool teachers and their respective departments in higher education institutions with the necessary skills and training opportunities to teach children in kindergartens and preschools about sustainable and ecofriendly practices, through unplugged coding and robotics applications. The curriculum enhances children’s understanding of life cycle thinking and other green practices based on the Inquiry-Based Learning (IBL) approach. The curriculum serves as a comprehensive framework, encompassing objectives, teaching materials, methods, and assessment techniques. It follows a modular structure that includes theoretical explanations. The curriculum can be adapted by education authorities for in-service training of current preschool teachers, allowing for country-specific modifications based on local needs. This flexible approach ensures that both future and existing teachers are equipped to encourage environmental awareness and digital literacy in young children. The project specifically focuses on preservice preschool teachers, as well as current preschool and ICT teachers, with an emphasis on implementation in targeted countries. The curriculum is structured into five modules. Together, these modules form a robust methodological framework that equips preservice teachers with the knowledge and skills necessary to integrate the three topics of robotics, coding and sustainability into their teaching practices from a holistic perspective. The GREENCODE project partners organised consultation workshops in each partner country to invite preschool teachers, administrators and experts to give their views and perspectives on the proposed titles and content of the planned modules.