Repositório Colecção:
https://hdl.handle.net/1822/12681
2024-03-29T07:23:56ZMicrobiology education: The case of the SARS-CoV-2 and COVID-19 pandemic in didactic transposition
https://hdl.handle.net/1822/90198
Título: Microbiology education: The case of the SARS-CoV-2 and COVID-19 pandemic in didactic transposition
Autor: Carvalho, Graça S.; Lima, Nelson
Resumo: The school constitutes a privileged setting for learning international scientific knowledge and
local socio-economic and political context knowledge. Selecting content to be learned in
school is a permanent tension matter of great social and political relevance. The didactic
transposition looks at how and when scientific contents ("International scientific
knowledge") are selected to be taught in school ("Knowledge to be taught") in the External
Didactic Transposition (EDT) process and how this knowledge is taught and learned at school
("Learned knowledge") in the Internal Didactic Transposition (IDT). In the EDT process,
policymakers select the knowledge to be taught in schools from international scientific
knowledge, creating national school programmes that also serve as textbook guidelines to
be used as pedagogical resources in the classroom. These decisions are subject to the
influences of several sectors of society, such as politicians, agencies, educators and other
stakeholders, and so they take a long time to be established.
This work shows how critical social issues such as the SARS-CoV-2 and Covid-19 pandemic
could disturb the usual process of didactic transposition. Indeed, usually, there is a
considerable period between the emergence of a scientific concept and its appearance in
the national curriculum called Didactic Transposition Delay (DTD). Therefore, it was expected
that the SARS-CoV-2 and Covid-19 pandemic topics would be added, in the future, to the
national curricula and textbooks of most countries. However, being a matter of great social
interest, the SARS-CoV-2 and Covid-19 pandemic topic, which emerged in late 2019 and had
a massive social impact on the whole planet in 2020, started almost immediately to be a
matter of classroom discussions between teachers and students ("learned knowledge"),
much time before textbooks were available to support the teaching and learning process and
national programmes would be published even much later. Therefore, in this process, there
was a shortcut where the SARS-CoV-2 and Covid-19 pandemic topic ("International scientific
knowledge") surpassed the curriculum step ("Knowledge to be taught") to be taught in school
("Learned knowledge") at once.
<b>Tipo</b>: conferenceAbstract2024-03-27T17:43:16ZWeb application for the learning of emotions in children with autism spectrum disorder
https://hdl.handle.net/1822/89797
Título: Web application for the learning of emotions in children with autism spectrum disorder
Autor: Magalhães, Christophe; Esteves, João Sena; Pereira, Ana Paula da Silva; Silva, Vinicius Corrêa Alves; Soares, Filomena
Resumo: Individuals with Autism Spectrum Disorder (ASD) tend to have a difficulty in interpreting and even expressing basic emotions such as joy or sadness, difficulties that can be mitigated with the support of tools that help those children understand and demonstrate emotions. The main goal of the presented work is to promote the learning of emotions in children with ASD, in a playful, didactic and simple way, through the use of a developed web application. Several games with different objectives were developed in order to optimize the acquisition of specific skills. The application gathers these games and makes them accessible in different contexts. A pilot study with seven children aged between six and eight years, three with ASD and four with typical development, was performed to validate the developed games, by analysing their suitability for the target audience. The results obtained allowed to verify that all players, with and without ASD, showed positive evolutions throughout all sessions, as they showed higher levels of interpretation regarding the game requests and completed the game with fewer errors and in less time.
<b>Tipo</b>: conferencePaper2024-03-22T07:01:11ZPortuguese cultural adaptation and validation of the European Health Literacy Survey (HLS-EU) for children aged 9 to 10 (HLS-EU-PTc)
https://hdl.handle.net/1822/87558
Título: Portuguese cultural adaptation and validation of the European Health Literacy Survey (HLS-EU) for children aged 9 to 10 (HLS-EU-PTc)
Autor: Saboga-Nunes, Luís; Dias, H.; Andrade, C.; Okan, O.; Bollweg, T.; Carvalho, Graça S.; Bittlingmayer, U.
Resumo: Introduction: To measure Health literacy (HL) as proposed in the context of the European Health Literacy Survey/questionnaire (HLS-EU-Q), the Health Literacy for Children and Adolescents (HLCA) Consortium (GE) adapted it for children. A trans-cultural adaptation and validation to Portuguese (HLS-EU-PTc), will supply policy makers, experts and health professionals with information that can promote healthier communities while fighting health disparities.
Methods: After permission was granted from the HLCA Consortium the TRAPD model was used (eg parallel translation, focus groups, two back translations). An assessment and pretesting of HLS-EU-PTc was done with 16 children for cognitive testing. A qualitative explanatory (n = 16) and quantitative, cross-sectional study (n = 82), age mean 13, SD 0.96, from Portugal (mainland) was implemented for proceed with the validation process. A variety of measures were obtained like internal consistency and mean scores.
Results: Preliminary results for evaluation of the psychometric properties of the HLS-EU-PTc show satisfactory internal consistency (Cronbach’s alpha coefficient 0.87). In a scale from 1 (very difficult) to 4 (very easy) for indicators of the HLS-EU-PTc, we have a mean of 3.25 and a SD of .478.
Conclusions: This is the first study to examine the feasibility of a Portuguese version (HLS-EU-PTc) of the HLS-EU-Q adapted for children and it indicates high internal consistency and level of self-reported HL. The usefulness of the HLS-EU-PTc instrument can be further discussed while planning public health policy strategies from the HL standpoint. The validated HLS-EU-PTc version of the HLS-EU-Qc survey, with the user’s manual can be accessed at www.literacia-saude.info.
<b>Tipo</b>: conferenceAbstract2023-12-15T16:20:02ZMicrobiology education: The case of the SARS-CoV-2 and Covid-19 pandemic in didactic transposition
https://hdl.handle.net/1822/87401
Título: Microbiology education: The case of the SARS-CoV-2 and Covid-19 pandemic in didactic transposition
Autor: Carvalho, Graça S.; Lima, Nelson
Resumo: The school constitutes a privileged setting for learning international scientific knowledge and
local socio-economic and political context knowledge. Selecting content to be learned in
school is a permanent tension matter of great social and political relevance. The didactic
transposition looks at how and when scientific contents ("International scientific
knowledge") are selected to be taught in school ("Knowledge to be taught") in the External
Didactic Transposition (EDT) process and how this knowledge is taught and learned at school
("Learned knowledge") in the Internal Didactic Transposition (IDT). In the EDT process,
policymakers select the knowledge to be taught in schools from international scientific
knowledge, creating national school programmes that also serve as textbook guidelines to
be used as pedagogical resources in the classroom. These decisions are subject to the
influences of several sectors of society, such as politicians, agencies, educators and other
stakeholders, and so they take a long time to be established.
This work shows how critical social issues such as the SARS-CoV-2 and Covid-19 pandemic
could disturb the usual process of didactic transposition. Indeed, usually, there is a
considerable period between the emergence of a scientific concept and its appearance in
the national curriculum called Didactic Transposition Delay (DTD). Therefore, it was expected
that the SARS-CoV-2 and Covid-19 pandemic topics would be added, in the future, to the
national curricula and textbooks of most countries. However, being a matter of great social
interest, the SARS-CoV-2 and Covid-19 pandemic topic, which emerged in late 2019 and had
a massive social impact on the whole planet in 2020, started almost immediately to be a
matter of classroom discussions between teachers and students ("learned knowledge"),
much time before textbooks were available to support the teaching and learning process and
national programmes would be published even much later. Therefore, in this process, there
was a shortcut where the SARS-CoV-2 and Covid-19 pandemic topic ("International scientific
knowledge") surpassed the curriculum step ("Knowledge to be taught") to be taught in school
("Learned knowledge") at once.
<b>Tipo</b>: conferenceAbstract2023-11-30T15:02:19ZImpacto das medidas implementadas na abertura das escolas durante a pandemia COVID-19 na saúde mental e bem-estar: perspetivas dos professores
https://hdl.handle.net/1822/86019
Título: Impacto das medidas implementadas na abertura das escolas durante a pandemia COVID-19 na saúde mental e bem-estar: perspetivas dos professores
Autor: Anastácio, Zélia; Alves, Regina Ferreira; Carvalho, Graça Simões de; Azevedo, Manecas; Matos, Mayara M.; Iaochite, Roberto T.
Resumo: Introdução: A pandemia de COVID-19 teve impacto na saúde de todos a nível mundial,
nomeadamente na saúde mental, especialmente devido às alterações sociais e económicas
resultantes em grande parte das medidas adotadas para controlar a disseminação do vírus, entre
as quais o encerramento das escolas. Vários estudos realizados durante o período pandémico
relataram um aumento dos sintomas de depressão, stress e ansiedade nos professores e nos
alunos. No entanto, pouco se sabe acerca das perspectivas dos professores face às medidas que
foram implementadas aquando da reabertura das escolas e de que forma estas tiveram impacto
na sua saúde mental e bem-estar e dos seus alunos. Este estudo integra um projeto mais alargado
da UNESCO Chair "Global Health and Education" acerca da Reabertura das Escolas após a
pandemia COVID-19. Objetivos: O objetivo deste estudo foi descrever o impacto das medidas
implementadas nas escolas durante a sua reabertura, após o período de confinamento devido à
pandemia COVID-19, na saúde mental de estudantes, docentes e não-docentes. Metodologia:
Utilizou-se uma abordagem de métodos mistos com um design explicativo sequencial, tendose
realizado uma pesquisa transversal online com recurso a um questionário traduzido e
adaptado para o português do Brasil, de Moçambique e de Portugal, a partir do original em
inglês construído pela UNESCO Chair. A amostra continha 381 docentes dos três países.
Posteriormente, realizaram-se entrevistas individuais semiestruturadas com uma subamostra de
13 de professores que participaram no questionário. As variáveis analisadas neste estudo
centraram-se nas medidas implementadas na escola e na forma como estas afetaram a saúde
mental e o bem-estar dos alunos e do pessoal docente e não docente, realizando-se uma análise
de conteúdo nas duas fases de recolha de dados. Resultados: Os resultados demonstraram que
a grande maioria dos professores acreditava que as medidas implementadas após a reabertura
das escolas tinham afetado a saúde mental dos alunos, especialmente, pelas limitações impostas
às relações de proximidade e convívio. As palavras mais frequentes nos discursos dos
professores foram ansiedade, isolamento e distanciamento, considerando que existiu um
elevado impacto a nível psicológico, emocional e social. Na opinião dos professores, as medidas
impostas, para além dos impactos declarados na saúde mental, apresentavam repercussões a
2
nível pedagógico, visto que os mesmos relataram que os alunos estavam menos concentrados e
motivados. No que aos seus pares e não-docentes diz respeito, os professores identificaram
igualmente sintomas de ansiedade e stress. No entanto, grande parte dos professores abordou o
cansaço devido à elevada carga de trabalho e à constante preocupação com as medidas
protetoras de transmissão do vírus. Conclusões: Os resultados deste estudo evidenciam que a
reabertura das escolas foi considerada altamente benéfica para todos os elementos da
comunidade educativa. Contudo, os alunos não estariam preparados para um regresso à escola
com medidas tão restritivas ao nível das suas relações interpessoais. Desta forma, na perspectiva
dos professores, as medidas implementadas nas escolas impactaram inequivocamente a saúde
mental e o bem-estar dos alunos, bem como dos docentes e não-docentes devido a alterações
em suas cargas e rotinas de trabalho. Este estudo permite alertar para a importância de se
construírem programas de prevenção e educação em saúde mental e bem-estar na escola, bem
como de fornecer serviços de apoio adequados às necessidades de toda a comunidade escolar,
com vista à promoção da saúde mental e bem-estar em períodos pós-pandémicos.
<b>Tipo</b>: conferenceAbstract2023-08-08T09:17:55Z