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- 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 (MinistĂŠrio da Educação, 1997) included computer code as one of the codes children should get acquainted with. This meant its inclusion under the domain âSpoken Language and Introductory Writingâ. It was stated that âcodeâ was present and would be necessary in childrenâs 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 âKids Media Lab Project IIâ stood out as the only systematic initiative for promoting Computational Thinking in Preschool Education (Pinto, Fernandes & OsĂłrio, 2021). In the findings, the main elements of the project are discussed.
- O encontro da arte digital com a aprendizagem das lĂnguas estrangeiras no ensino superior em Portugal: uma experiĂŞncia de interdisciplinaridadePublication . Delplancq, VĂŠronique; Costa Lopes, Ana Maria; Costa, Cristina Amaro; Coutinho, EmĂlia; Oliveira, Isabel; Pereira, JosĂŠ; Lopez Garcia, Patricia; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, SusanaUm dos desafios atuais do Ensino Superior (ES) ĂŠ inovar nas suas prĂĄticas, con-siderando o estudante como ator ativo da sua aprendizagem, na perspetiva das exigĂŞncias do mercado do trabalho, a sua rĂĄpida evolução e a variedade de ca-pacidades requeridas. A criação de narrativas digitais nĂŁo lineares dinâmicas com o Korsakow 6 revelou ser uma ferramenta poderosa na aprendizagem ati-va das lĂnguas estrangeiras (LE): estimula a mobilização de competĂŞncias em diversas ĂĄreas e constitui uma forte motivação para os estudantes do sĂŠculo XXI. O projeto JASM (Janela aberta sobre o mundo: LE, criatividade multimodal e inovação pedagĂłgica no ES), desenvolvido por uma equipa pluridisciplinar de docentes do ES, utiliza este sistema para produzir curtas-metragens, em francĂŞs e inglĂŞs, por alunos do curso de licenciatura em Comunicação Social da Escola Superior de Educação de Viseu (ESEV), tendo por base o percurso de vida e as tradiçþes de imigrantes em Viseu. Recorre a abordagens diversas, de criação e de diferentes modos, com o objetivo de levar os estudantes a desenvolver uma consciĂŞncia multilingue e multicultural, num ambiente criativo, colaborativo e interdisciplinar. O recurso Ă s novas tecnologias permitiu prosseguir o trabalho Ă distância, assegurando a continuidade da produção de conteĂşdos e o refina-mento da qualidade dos documentos. O artigo problematiza a metodologia adotada, apresenta os resultados em termos de conteĂşdos produzidos, de aquisição de competĂŞncias, mas tambĂŠm de avaliação por parte dos alunos e dos docentes.
- Forging a space for dialogue and negotiation in modern picture books by Melanie FlorencePublication . Amante, SusanaCanadian childrenâs literature has a relatively short history, which is not surprising because Canadian literature itself is a recent and problematic category, struggling for a definition and identity of its own. The lack of national homogeneity is reflected in both CanLit and its counterpart for children, and rather than being a weakness, the multitude of voices that inhabit the Canadian territory has become its essence and strength. Lately, we have noticed a growing interest and market demand for picture books by Indigenous voices. Melanie Florence is one such voice, and she honours her past by bringing to the fore the inescapable dark weight of collective tragedies such as the residential school system and the disappearance and murder of Aboriginal women and girls, a hidden national crisis. In this article, we aim at getting to know and help readers discover Missing Nimâmâ and Stolen Words by this new picture book writer, who is speaking up and voicing First Nationsâ concerns, bringing back memories, but also forging a space for dialogue and negotiation, a space where text and illustration are combined and provide a harmonious whole. In this space, difference and binarisms do not result in dualism, but in highly synergistic relationships.
- Foreign language skills: a challenge for the economyPublication . Delplancq, VĂŠronique; Costa, Ana Maria; Oliveira, Ana Maria; Amante, Susana; Oliveira, Isabel; Abrantes, JosĂŠ LuĂs; Pato, Maria LĂşcia; Amaral, Odete; Fidalgo, SusanaAwareness of the fact that multilingualism opens doors to new markets and new business opportunities is not an original phenomenon, but the various works produced with a view to its being acknowledged are still little publicized and granted little practical use also. Showing mastery of communicative skills in several foreign languages is always valuable for the market economy, not only in terms of sales and marketing, but also in order to reach new target groups and establish lasting strategic relationships. The purpose of this article is to provide a general overview of the studies carried out in this context, focusing in particular on aspects such as the increasingly obvious relationship between in force language practices of a diversified nature and the proper functioning of businesses. Equally important is the mastery of language skills, seen as an important driving force of cross-border cooperation, as well as the development of an emotional culture within the business world, propitious to the implementation of efficient language management strategies, which are clearly beneficial inasmuch as the market economy is concerned.
- The Enactment of Parent and Student Voice in School Evaluation-Cases Across European Frontiers. Technical ReportPublication . Pacheco Figueiredo, Maria; Brown, Martin; Cinkir, Sakir; Kurum, GĂźl; Skerrit, Craig; Faddar, Jerich; Vanhoof, Jan; Amante, Susana; Gardezi, Sarah; Gomes, Helena Margarida dos Santos Vasconcelos; McNamara, Gerry; martins, ana patrĂcia; OâBrien, Shivaun; OâHara, Joe; Ramalho, Henrique; Rocha, JoĂŁo
- Ensinar as lĂnguas estrangeiras no ensino superior na era digital: uma experiĂŞncia de inovação pedagĂłgicaPublication . Costa Lopes, Ana Maria; Oliveira, A. M.; Rego, Belmiro; Fidalgo, Susana; Delplancq, VĂŠronique; Amante, Susana; Relvas, SusanaIntrodução: A aprendizagem das LĂnguas Estrangeiras (LE) no Ensino Superior (ES) nĂŁo se limita Ă transmissĂŁo de saberes linguĂsticos. Deve preparar os aprendentes para o contacto intercultural e proporcionar experiĂŞncias bem-sucedidas e inovadoras que favoreçam a motivação e a inserção profissional. Numerosas publicaçþes sublinham a importância das LE nos processos de recrutamento, na criação de oportunidades de emprego com perspetivas de maior responsabilidade e remuneração e na progressĂŁo na carreira. Os recursos digitais, de acesso fĂĄcil e rĂĄpido, revolucionaram a educação e criaram novos desafios para o ensino, nomeadamente no ES. O contexto de aprendizagem torna-se mais dinâmico, permitindo uma aproximação Ă realidade do mundo do trabalho. A utilização da internet e a exploração de recursos on-line sĂŁo prĂĄticas educativas bem instaladas hoje. No sentido de estimular a aprendizagem ativa, o confronto dos estudantes com as realidades linguĂsticas e profissionais pode ser realizado recorrendo Ă s redes sociais e a um mĂŠtodo de trabalho ao âmenuâ, implicando-os como atores que interagem na sala de aula e com o exterior, mobilizando competĂŞncias transversais a Unidades Curriculares (UC) nucleares do curso. MĂŠtodos: As experiĂŞncias de trabalho que nos propomos apresentar centram-se na UC de âLE aplicadas aos novos media e ao ciberespaçoâ, com o francĂŞs e o inglĂŞs como lĂnguas-alvo trabalhadas em conjunto, uma UC do 2.Âş ano da Licenciatura em Comunicação Social da ESEV/IPV (Portugal), cursada em 2016/17 e 2017/18. ConclusĂľes: A progressĂŁo dos aprendentes torna-se evidente atravĂŠs das novas ideias que surgem e da melhor organização dos trabalhos, da maior facilidade e rigor em redigir textos e propor produçþes orais, da atitude em geral e da aquisição de mais autonomia na procura do desenvolvimento de competĂŞncias.
- Play, Algorithmic Thinking and Early Childhood Education: Challenges in the Portuguese ContextPublication . Figueiredo, Maria Pacheco; Gomes, Cristina Azevedo; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Alves, Valter; Duarte; Rego, BelmiroALGOLITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey, and Slovenia, supporting the integration of algorithmic thinking skills into preschool education for preparing future code literates from an early age. The paper presents the project and frames it in Portuguese Early Childhood Education. First, in terms of curricular areas and pedagogical approach, through a content analysis of the Portuguese Curricular Guidelines for Preschool Education. Second, by analyzing initiatives and projects that are connected to algorithmic thinking in Early Childhood Education in Portugal. Third, by presenting challenges that emerged from a set of discussions with several participants, highlighting the complexity and timeliness of the project.
- A oralidade vista a partir dos manuais de PortuguĂŞs do Ensino BĂĄsicoPublication . Balula, JoĂŁo Paulo; Castelo, Adelina; MelĂŁo, Dulce; Silva, Ana Isabel; Amante, Susana; Matos, Isabel AiresAs orientaçþes programĂĄticas de PortuguĂŞs para o Ensino BĂĄsico tĂŞm sublinhado a importância do trabalho explĂcito sobre a oralidade e, consequentemente, sobre a sua avaliação, indo ao encontro do destaque que ĂŠ dado Ă capacidade do bom uso da palavra na sociedade atual. Por sua vez, os manuais escolares, ao fazerem a transposição das orientaçþes programĂĄticas, acabam tambĂŠm por poder influenciar a prĂĄtica pedagĂłgica. A oralidade ĂŠ, muitas vezes, entendida exclusivamente como realização informal, fruto de uma atividade inteiramente espontânea, automĂĄtica e inconsciente, em vez de ser entendida como o resultado de um esforço de planificação deliberado, estruturado e consciente. Apesar de a aquisição da oralidade decorrer da capacidade biolĂłgica para a linguagem, a consciĂŞncia das propriedades deste sistema nĂŁo existe da mesma forma no falante, exigindo o seu ensino explĂcito. Espera-se, assim, que, na Escola, seja estabelecida uma relação com a lĂngua, norteada pelo rigor em todos os momentos do processo de ensino e de aprendizagem, contribuindo decisivamente para aumentar o capital linguĂstico dos alunos. Os manuais escolares sĂŁo objetos complexos que desempenham funçþes muito diversas, estando constantemente sob apertado escrutĂnio. Agregam um vasto conjunto de materiais, em vĂĄrios suportes, que sĂŁo tambĂŠm usados pelos professores como guias para a estruturação da aula. Partindo deste enquadramento, pretende-se, com este trabalho, apresentar uma reflexĂŁo sobre a abordagem Ă oralidade nos manuais escolares de PortuguĂŞs do Ensino BĂĄsico, tendo como base um relatĂłrio sobre as repercussĂľes das âMetas Curriculares de PortuguĂŞsâ na sua organização, complementado com as conclusĂľes de outro estudo centrado nesta problemĂĄtica. Os resultados deste trabalho mostram que as alteraçþes programĂĄticas nĂŁo conduzem a mudanças significativas nos manuais quanto Ă abordagem da oralidade, nomeadamente no que diz respeito Ă dimensĂŁo processual da mesma. Por outro lado, verifica-se que o trabalho proposto no âmbito da leitura e da escrita prevalece sobre as atividades ao nĂvel da oralidade.
- Humour in mathematics teaching: A study in Portugal and SpainPublication . Menezes, LuĂs; Viseu, Floriano; Flores, Pablo; Amante, Susana; Costa Lopes, Ana MariaThis study analyses humour in a school context in Portugal and Spain. The study aims to respond to the following questions: (1) Do mathematics teachers consider that they have a sense of humour? (2) What conception do they have of humour? (3) Do they consider humour to be compatible with the teaching of mathematics? and (4) If teachers use humour in the teaching of mathematics, how do they use it and for what purpose? To carry out this study, we adopted a mixed methodology. Mathematics teachers, Portuguese and Spanish, teaching from primary school level to higher education, were asked to respond to a questionnaire, comprising open and closed questions. Data analysis combines statistical with content analysis. The main results reveal that most teachers claim they appreciate/value humour and acknowledge its educational relevance. Most teachers claim they use it regularly and present examples of its use. These examples show small differences between Portuguese and Spanish teachers.