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- A receptividade dos professores à inovação pedagógica na perspectiva da educação permanentePublication . Cardoso, Ana PaulaFoi examinada uma amostra representativa de professores de três Escolas Superiores de Educação do país (Castelo Branco, Coimbra e Viseu)a respeito das suas atitudes face aos novos papéis preconizados na perspectiva da Educação Permanente. Verificou-se que as variáveis, formação continuada, formação pedagógica-profissional, tempo de serviço no ensino e percepção da liberdade de acção, enquanto docente, conjuntamente consideradas, evidenciavam uma correlação significativa, embora não muito elevada, com as atitudes dos professores à inovação pedagógica.
- Literacia em saúde e estilos de vida em contexto educativoPublication . Ferreira, Manuela; Campos, Sofia; Cardoso, Ana Paula
- Livro de Resumos: Olhares sobre a Educação 7Publication . Menezes, Luís; Rocha, João; Rego, Belmiro; Figueiredo, Maria Pacheco; Ribeiro, António Augusto Gaspar; Silva, Ana Isabel; Felizardo, Sara; Cardoso, Ana PaulaEste livro de resumos do Olhares sobre a Educação7 constitui uma memória do que foi o congresso, com o mesmo nome, realizado na Escola Superior de Educação de Viseu, a 11 de abril de 2019. Este congresso está focado nas problemáticas da educação, em particular aquelas que têm incidência na formação de professores. Como tem vindo a ser hábito, este encontro teve quatro secções principais. Iniciou com uma conferência plenária a cargo de um professor da ESEV que terminou recentemente o seu trabalho de doutoramento. Nesta edição, esse papel coube a Paula Xavier que apresentou a conferência intitulada “Diversidade familiar e escola: um olhar sobre as famílias homoparentais”. O espaço seguinte foi constituído por workshops paralelos que abordaram problemáticas importantes no contexto educativo. Foram apresentados os seguintes workshops: W1 – Educação inclusiva e necessidades de saúde especiais (nse) - Sofia Campos, ESSV; W2 – Potencialidades dos sensores na educação básica - Cristina Gomes, ESEV; W3 – Não é um livro para crianças! - Ana Catarina Fernandes & Margarida Almeida, ESEV; W4 – A arte no ensino da simetria - Tamara Pereira, ESEV; W5 – Brincar com as TIC na cidade de Viseu - Manuela Loureiro, ESEV; W6 – Projeto inclusivo Gamelin - Eulália Albuquerque, AVISPT21; W7 – Palavras mutantes - Isabel Aires de Matos & Ana Isabel Silva, ESEV; W8 – Humor para ensinar!? - Marta Carvalho & Luís Menezes, ESEV; W9 – Yoga para crianças - Filipa Antunes, ESEV. O terceiro espaço foi ocupado por pósteres submetidos pelos participantes que relatam experiências de ensino, realizações educativas, projetos de intervenção ou projetos de investigação no campo da educação. O congresso terminou com um painel plenário intitulado “Projetos educativos na escola: possibilidades de desenvolvimento”: Viseu Educa: Clara Pombeiro e Maria Miguel Martins, Câmara Municipal de Viseu (CMV); Germinar a ciência: Ana Capelo e João Azevedo, CMV; SmartCity Lab for Kids: Bárbara Sousa, Manuela Loureiro e Pedro Rocha, CMV; Escola Ativa: Tiago Freitas, CMV.
- Traditional Toys and Student Motivation and Commitment in Technological EducationPublication . Cardoso, Ana Paula; Correia, Luísa; Rodrigues, PaulaProblem Statement: This research aims to understand the contribution of traditional toys as catalysts for motivation and student commitment in the development of Technological Education projects and activities. Research Questions: To what extent do work units related to traditional toys promote student motivation and commitment in the subject of Technological Education. Purpose of Study: Technological Education requires students to gain knowledge and know-how such that motivation and commitment are crucial for the development of classroom projects and activities. It is in this context that traditional toys are assumed to be catalysts for motivation and student interest. Research Methods: In terms of methodology, an exploratory research of a qualitative nature was carried out, based on semi-structured interviews to teachers and students within a 2nd cycle of Basic Education environment, encompassing five state schools in the Viseu municipality, Portugal. Nine teachers and forty-five technological education pupils, aged between 10 and 12, attending the 5th and 6th years of schooling participated. Findings: Content analysis of the answers revealed that the implementation of work units involving the construction of traditional toys are conducive to student motivation and commitment. Starting off with an initial idea, pupils are enabled to experience all the stages of toy building, from conception to completion, contributing to greater student satisfaction in the teaching-learning process. Conclusions: The traditional toys constitute an added value in the subject of Technological Education, promoting student motivation and commitment in the development of projects and activities. Students acquire knowledge and skills, which will enable them to analyze and thus resolve specific situations and prepare them for an increasingly technological world.
- Use of serious games with older adults: systematic literature reviewPublication . Gutiérrez-Pérez, Bárbara-Mariana; Martín-García, Antonio-Víctor; Murciano-Hueso, Alicia; Cardoso, Ana PaulaThe aim of this paper is to qualitatively synthesise literature on empirical research into video games and older adults. A total of 108 studies were analysed, with the participation of 15,902 individuals aged over 60. The framework of Search, Appraisal, Synthesis, and Analysis (SALSA) was used, with screening by three independent reviewers and phrase searching and combining search terms. The results indicate a majority of studies with a quantitative approach conducted in the European context in which a total of 125 scales were identified for the assessment of different geriatric aspects related to domains for the improvement of physical health and functional quality, improvement of cognitive, psychological and mental health, and improvement of physical and cognitive functions from a combined approach.
- Influence of food education in eating habits in students from 2nd and 3rd cycles in viseu schoolsPublication . Fernandes, Sofia; Cardoso, Ana Paula; Abrantes, José Luís; Ferreira, Manuela; Guiné, RaquelIntroduction: Food Education as a means of promoting a healthy diet is very important nowadays, given the problems identified in the eating habits of the young’s, resulting in public health problems. The intervention strategies haven’t proved to be very effective and therefore children and young students still reveal inadequate diets and sedentary lifestyles. Objectives: Verify the level of knowledge about food and habits of the students; Analyze how the information provided by educators is sufficient to promote a healthy diet; Understand if physical activity is being neglected at the expense of the use of new technologies in relation to the maintenance of healthy habits. Methods: This is an investigation of descriptive-correlational nature based on a questionnaire. The target population of this study was the students in Viseu schools. The sample consisted of students aged between 10 and 15 years from the 5th to the 9th levels. It was randomly selected among classes belonging to each level of education. The data collected was analyzed by SPSS, using the Descriptive and Inferential Statistics. Results: The majority of students revealed a deficient knowledge about the concept of healthy diet, and the recommended dosages for the main groups of foods. Furthermore, the evaluation of the eating habits of the students showed that sometimes they prefer foods that please, like chocolate or chips, for example in disfavor of foods that promote health, such as fruits, milk or soup. Conclusions: The food education is still a challenge and a major investment must be made on this area so as to promote health and minimize the important public health problems in future generations.
- Special Educational Needs, parenting and well-being: contributions from a study performed in Portuguese context.Publication . Felizardo, Sara; Ferreira, Joaquim; Pereira, Marcelino; Jales Ribeiro, Esperança; Cardoso, Ana PaulaResearch on the potential of social support in families of children with Special Educational Needs (SEN) has been maintained that this construct influences dimensions of parental and family functioning, in particular, aspects related to health and well-being of parents. In the same vein, national and international laws give a central role to parents in the defense of educational interests of children, therefore the promotion of quality of life and well-being are key areas in educational and therapeutic contexts. The present study aims i) undertaken a comparative analysis of parents of children with and without SEN in relation to social support and parental well-being (life satisfaction); ii) understanding the relationships between variables of social support and welfare. This is a non-experimental and cross-correlated study and a non probabilistic and convenience sample of 301 parents or caregivers of children with and without SEN. Data were collected in groups of schools and institutions of support for disabled children on the district of Viseu (Portugal). The gathering instruments were the Social Support Questionnaire - short version (Pinheiro & Ferrei.ra, 2001); Life Satisfaction Scale (Neto, Barros & Banos, 1990; Simoes, 1992); Parental Questionnaire (sociodemographic, family and school data). The results show that there arc significant and positive correlations between social support and well-being (in the dimension life satisfaction). The statistics analyzes show the two parents uoups (with and without SEN) have significant differences in welfare and partly on social support (satisfaction with support). Regarding subgroups of parents of children with SEN (cognitive and motor limitations and autism spectrum disorders) we observed significant differences; parents of children with autism showed significantly higher values in social support (availability of support and satisfaction with support) and life satisfaction. The study highlights the predictive value of social support in well-being (life satisfaction).
- Educar para a cidadania: Um projecto de investigação-acção em educação de infânciaPublication . Cardoso, Ana Paula; Pereira, Maria CecíliaPretendemos com este artigo dar a conhecer um trabalho final de Seminário realizado no âmbito do curso de Complementos de Formação de Educadores de Infância, em 2005-06, na Escola Superior de Educação de Viseu (Portugal) e que teve subjacente um projecto de investigação-acção desenvolvido num Jardim-de-Infância da rede pública. A questão central desta investigação foi a de determinar até que ponto a educadora, através da sua prática pedagógica, poderia contribuir para a aproximação no mesmo espaço educativo de crianças oriundas de culturas e etnias diferentes. A reflexão, baseada na autoscopia (autoavaliação feita pela própria das suas práticas pedagógicas) e na heteroscopia (avaliação feita pelos pares), através da observação de gravações vídeo e da utilização de uma grelha de registo de dados, permitiu à educadora questionar as suas atitudes no desempenho profissional, com vista à renovação da sua prática pedagógica.
- Investigation of the Level of Knowledge in Different Countries about Edible Insects: Cluster SegmentationPublication . Guiné, Raquel; Florença, Sofia G.; Costa, Cristina Amaro Da; Correia, Paula; Ferreira, Manuela; Cardoso, Ana Paula; Campos, Sofia; Anjos, Ofélia; Chuck-Hernández, Cristina; Sarić, Marijana Matek; Djekic, Ilija; Papageorgiou, Maria; Baro, José M. F.; Korzeniowska, Malgorzata; Černelič-Bizjak, Maša; Bartkiene, Elena; Tarcea, Monica; Boustani, Nada M.; Klava, Dace; Damarli, EmelThis study aimed to investigate the level of knowledge about edible insects (EIs) in a sample of people from thirteen countries (Croatia, Greece, Latvia, Lebanon, Lithuania, Mexico, Poland, Portugal, Romania, Serbia, Slovenia, Spain, and Turkey). Data collection was based on a questionnaire survey applied through online tools between July and November 2021. For data analysis, techniques such as factor analysis, cluster analysis, and chi-square tests were used, with a significance level of 5%. A total of 27 items were used to measure knowledge on a five-point Likert scale. Applying factor analysis with principal components and Varimax rotation, a solution that explains about 55% of variance was obtained. This accounts for four factors that retained 22 of the 27 initial items: F1 = Sustainability (8 items), F2 = Nutrition (8 items), F3 = Production Factors (2 items), and F4 = Health Concerns (4 items). Internal consistency was evaluated through Cronbach’s alpha. The cluster analysis consisted of the application of hierarchical methods followed by k-means and produced three clusters (1—‘fearful’, 2—‘farming,’ and 3—‘ecological’ individuals). The characterisation of the clusters revealed that age did not influence cluster membership, while sex, education, country, living environment, professional area, and income all influenced the composition of the clusters. While participants from Mexico and Spain were fewer in the ‘fearful’ cluster, in those from Greece, Latvia, Lebanon, and Turkey, the situation was opposed. Participants from rural areas were mostly in cluster 2, which also included a higher percentage of participants with lower income. Participants from professional areas linked with biology, food, and nutrition were mostly in cluster 3. In this way, we concluded that the level of knowledge about EIs is highly variable according to the individual characteristics, namely that the social and cultural influences of the different countries lead to distinct levels of knowledge and interpretation of information, thus producing divergent approaches to the consumption of insects—some more reluctant and measuring possible risks. In contrast, others consider EIs a good and sustainable protein-food alternative.
- Competências emocionais e prevenção do abandono nos estudantes do ensino superior politécnicoPublication . Ferreira, Manuela; Duarte, João; Cardoso, Ana Paula; Rosário Cabral, Lídia; Guiné, Raquel; Margarida Campos, Sofia; Alves, CândidaCONTEXTO: Nos últimos anos, a comunidade científica foi tomando consciência da importância do desenvolvimento de competências emocio - nais para o sucesso escolar e profissional dos estudantes. OBJETIVO(S): Identificar os fatores que influenciam o abandono escolar dos estudantes do ensino superior politécnico. Analisar a relação entre as competências emocionais e o abandono escolar dos estudantes do Ensino Superior Politécnico. METODOLOGIA: Estudo quantitativo, transversal, descritivo e correlacional. O instrumento de recolha de dados utilizado foi questionário de caracterização sociodemográfica dos estudantes e dos pais, a Escala de Motivos para Abandono do Ensino Superior (Ambiel, 2015) e a Escala Com - petências Emocionais (Taksic’, 2000), adaptada para Portugal por Faria e Santos (2006). Amostra constituída por 560 estudantes do ensino superior a frequentarem o 1.º ano do curso. RESULTADOS: Participaram 560 estudantes do ensino superior a frequentarem o 1.º ano do curso, maioritariamente feminina (69,3%), com uma idade mínima de 18 anos e uma máxima de 30 anos, correspondendo-lhe uma média de 19,76 anos (±2,06 anos), 36,6% da área da tecnologia. O sexo influenciou o abandono escolar dos estudantes do ensino superior, sendo os estudantes do sexo feminino os que revelam mais motivos para o abandono (p=0,010). Os estudantes cujas mães se encontram ativas profissionalmente manifestam mais Intenção de abandono (p=0,035). A per- ceção emocional, a expressão emocional e a capacidade de lidar com as emoções foram preditoras da intenção de abandono escolar. CONCLUSÕES: Os resultados apontam para a necessidade de inclusão nos programas de intervenção contra o abandono escolar, das variáveis sexo, idade e algumas dimensões das competências emocionais, para minimizar, assim, as suas consequências, quer para os estudantes, quer para a própria sociedade.