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- Guidelines on drug prevention and treatment for girls and womenPublication . Kumpfer, Karol; Magalhães, Cátia
- Quantitative investigation: from classic quantitative-qualitative dichotomy to methodological complementarityPublication . Cardoso, Ana PaulaEste Editorial visa problematizar a investigação quantitativa enquanto metodologia dominante no contexto das ciências em geral, definindo-a em contraponto à investigação qualitativa. Através da análise das suas múltiplas vertentes pelo prisma da clássica dicotomia quantitativo-qualitativo, conclui-se sobre a importância da complementaridade metodológica na resposta aos problemas de investigação científica.
- Algorithmic Thinking in Early Childhood Education: Opportunities and Supports in the Portuguese ContextPublication . Figueiredo, Maria Pacheco; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Gomes, Cristina Azevedo; Rego, Belmiro; Alves, Valter; Duarte, Rui PedroALGO-LITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey and Slovenia, in search of ways to integrate Algorithmic Thinking skills into preschool education for the purpose of growing future code literates starting from the earliest ages. Algorithmic Thinking stems from the concept of an algorithm, which refers to solving a problem by developing a set of steps taken in a sequence to achieve the desired outcome (Katai, 2014). The concept can be traced to the work of Papert (1980, 1991) and is connected to the seminal article by Wing (2006) that introduced Computational Thinking. Barretal (2011) concluded that in K-12, Algorithmic Thinking involves problem-solving skills and particular dispositions, such as confidence and persistence when confronting particular problems. Early Childhood Education algorithmic skills include abilities to learn and work according to the rules or models since children are capable to understand, use, apply and develop simple algorithms. Children are also capable of analyzing and correcting the sequence of actions to reach results, transferring known methods of actions to new situations, and describing their activities to others in a clear way (Voronina et al., 2016; Games for learning algorithmic thinking, 2017). The paper analyses initiatives, studies, and projects that are connected to Algorithmic Thinking in Early Childhood Education in Portugal. A review of literature was developed, starting with curricular documents for Preschool Education (3 to 6 years old) and other documents from the ICT Educational Policy in the country. The second step was a search in databases for studies and projects that looked into Algorithmic Thinking and Computational Thinking in Early Childhood Education in Portugal. The analyses looked into the following themes: a) what definition and elements of Algorithmic Thinking are present?, b) to which concepts and curricular areas is it connected to?, c) what is expected that children in Early Childhood Education learn in relation to Algorithmic Thinking?, d) to what pedagogical elements is Algorithmic Thinking related to?. In terms of curricular documents, it was found that code has been relevant for Portuguese Early Childhood Education (at least) since 1997. In their first edition, the Portuguese Curricular Guidelines for Pre-School Education (Ministério da Educação, 1997) included computer code as one of the codes children should get acquainted with. This meant its inclusion under the domain “Spoken Language and Introductory Writing”. It was stated that “code” was present and would be necessary in children’s lives and could be used in arts, music, mathematic, or writing (Portuguese) (p. 72). This approach was positively singled out by the OECD report: addressing the topic of ICT in the guidelines interconnected with other forms of communication and information learning (Taguma et al., 2012). In 2016, the Portuguese Curricular Guidelines for Pre-School Education (PCGPSE) were reviewed and this second version amplifies the mentions to technology. The findings include an analysis for each of the six curricular areas and domains. In terms of studies and projects, the “Kids Media Lab Project II” stood out as the only systematic initiative for promoting Computational Thinking in Preschool Education (Pinto, Fernandes & Osório, 2021). In the findings, the main elements of the project are discussed.
- Curso – Integração de Competências de Pensamento Algorítmico na Educação Pré-EscolarPublication . Gencel, İlke Evin; Akyüz, Büşra; Kavaklı, Nurdan; Licardo, Marta; Perše, Tina Vršnik; Pezak, Jasminka; Figueiredo, Maria Pacheco; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Rego, Belmiro; Gomes, Cristina Azevedo; P. Duarte, Rui; Alves, Valter; Operto, Fiorella; Gilardi, Luca; Şenol, Gizem
- A deck of cards for creative drawing based on algorithmic thinkingPublication . Figueiredo, Maria Pacheco; Alves, ValterDeck of cards created as a pedagogical tool for the project Algolittle "Algorithmic Thinking Skills through Play-Based Learning for Future’s Code Literates" (2020-1-TR01-KA203-092333). Supports children in creating collaborative drawings based on prompts while learning concepts related to algorithms, especially conditions, and loops.
- Brincar, representar e refletir como pilares da Matemática na Educação Pré-EscolarPublication . Figueiredo, Maria Pacheco
- Baralho de cartas para desenho criativo baseado em pensamento algorítmicoPublication . Figueiredo, Maria Pacheco; Alves, ValterBaralho de cartas concebido como ferramenta pedagógica no contexto do projeto Algolittle "Algorithmic Thinking Skills through Play-Based Learning for Future’s Code Literates" (2020-1-TR01-KA203-092333). Apoia a criação de desenhos colaborativos baseados em pistas associados à aprendizagem de conceitos de pensamento algorítmico, nomeadamente repetições e condições.
- Mentoring 1, 2, 3, 4: A look at the key resources: Training manual nº 2Publication . Alves, Ana Berta; Coutinho, Emília; Vallescar-Palanca, Diana; Margarida Campos, SofiaMentoring is directed to personal and professional development and can take various forms, ranging from the involvement of different relationship styles and mentor-mentee profiles, to the variety of resources and practices. The +Mentoria(s) Project presents the training manual no.2, Mentoring 1,2,3,4: A look at the key resources. This guide focuses on three aspects: 1) Peer mentoring, in which experiences, identities, hopes, concerns and learning are shared with colleagues who, despite being in a similar situations, have a different knowledge or practice in some area. It provides a specific form of help and support for problem solving and constitutes a powerful way to make progress. 2) The Grow Theory, a planning resource emerged from coaching. 3) The ethical principles of mentoring that guide this relationship model. It also includes a set of useful resources, including the Empathy Map and suggestions for peer mentoring work. Keywords: mentoring, peer mentoring, Grow Theory, mentoring ethics, mentor, mentee, mentoring relationship, mentor typology, mentee typology, inclusion.
- Mentoria 1, 2, 3: Um olhar sobre os princípios básicos: Referencial pedagógico nº 1Publication . Alves, Ana Berta; Coutinho, Emília; Vallescar-Palanca, Diana; Margarida Campos, SofiaA implementação da mentoria é uma prática de relacionamento intencional, de natureza espontânea, informal ou formal, entre duas ou mais pessoas. O seu objetivo é a troca de conhecimentos, perspetivas, orientações, experiências ou estratégias, que ajudam no enriquecimento pessoal e profissional, a melhorar ou adquirir novas competências, ampliar redes, a encurtar os caminhos e a evitar alguns erros. As diferentes pessoas e as suas práticas dão origem a variados estilos de relacionamento na mentoria que têm sido tipificados em diversos estudos sobre o tema. Realizar o emparelhamento (match) adequado entre mentor/a e mentorado/a redunda no sucesso da mentoria. O projeto +Mentoria(s), apresenta o referencial pedagógico nº1, Mentoria 1,2,3: Um olhar sobre os princípios básicos. Um guia geral, de leitura rápida, para conhecer o núcleo fundacional da mentoria: 1) A mentoria como uma via de duplo sentido; 2) Os seus atores, mentor/a e mentorado/a, assim como 3) As fases do relacionamento na mentoria. Palavras chave: mentoria via de duplo sentido, mentor/a, mentorado/a, relacionamento na mentoria, tipologia de mentor/a, tipologia de mentorado/a, inclusão.
- Mentoring 1, 2, 3: A look at the basic principles: Training manual nº 1Publication . Alves, Ana Berta; Coutinho, Emília; Vallescar-Palanca, Diana; Margarida Campos, SofiaThe implementation of mentoring is a practice of intended relationship, naturally spontaneous, informal or formal, between two or more individuals. The main goal is to exchange knowledge, perspectives, guidelines, experiences or strategies, which help in personal and professional enrichment, to improve or acquire new skills, to expand networks, to shorten paths and to avoid some mistakes. Carrying out the appropriate pairing (match) between mentor and mentee results in mentoring success. The +Mentoria(s) project presents the training manual no. 1, Mentoring 1,2,3: A look at the basic principles. This quick guide focuses on discovering the fundamental core of mentoring: 1) Mentoring as a two-way street; 2) Its actors, mentor and mentee, and also 3)The stages of the mentoring relationship. Keywords: mentoring two-way street, mentor, mentee, mentoring relationship, mentor typology, mentee typology, inclusion.