Ciências da Educação | Capítulos/artigos em livros internacionais / Book chapters/papers in international books
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- Learning communities in the Web: concepts and strategiesPublication . Dias, Paulo
- Hypermedia complexity: fractal hyperscapes and mind mappingPublication . Bidarra, José; Guimarães, Nuno; Kommers, PietMainstream research on educational technology has focused on the discovery of more effective ways for conveying “relevant” information to students. A problem that we identified is that students often do not engage with the subject matter, especially when dealing with complex domain representations, even when high quality hypermedia resources are available. With the widespread of multimedia content and the emergence of massive information resources there is a need for powerful and effective learning tools that can handle all kinds of media configurations. Our results show that concept mapping, mind mapping and the creation of hyperscapes are very effective means to give learners control over hypermedia materials and improve motivation.
- Desenvolvimento de objetos de aprendizagem para plataformas colaborativasPublication . Dias, PauloComunicar e aprender em rede específica dois aspectos de uma das mais profundas mudanças em curso resultantes dos processos de inovação com as tecnologias de informação na Educação e Formação. Mais do que permitir revisitar as concepções e as práticas da Educação a Distância a partir das tecnologias, as redes de comunicação transformaram-se num meio para construir comunidades de aprendizagemon-line só possíveis nas práticas e formas dee-learning, apresentando novas abordagens para a contextualização e interação no desenvolvimento dos objetos de aprendizagem orientados para as plataformas colaborativas. Neste sentido, as plataformas são uma interface cognitiva e social para o desenvolvimento das redes de relações entre as representações de conhecimento e os processos colaborativos de aprendizagem.
- Perspectivas de e-aprendizagem no contexto português: um caso em estudo na disciplina de Tecnologia Educativa na Universidade de AveiroPublication . Loureiro, Maria José; Loureiro, Maria João; Moreira, António; Dias, Paulo
- Etnomatemática e mediação de saberes matemáticos na sociedade global e multicultural.Publication . Moreira, DarlindaLonge vai o tempo em que na Europa, e muito particularmente em Portugal (a realidade que melhor conheço), a Etnomatemática era frequentemente associada a estudos focados na matemática de grupos étnicos ou grupos sociais particulares, minoritários e exótico porque altamente distantes e diferentes da realidade próxima. Com efeito, numa Europa “sem indígenas”, nos anos oitenta do século XX ,a perguntava que muitos colocavam era porquê a necessidade da etnomatemática, em países que têm práticas de escolarização há séculos? A esta pergunta eu, pessoalmente, acrescentava outras tais como: como falar de etnomatmética para os meus pares? Nos quais incluo professores de matemática, mas também matemáticos, engenheiros e antropólogos? Efectivamente, em Portugal, onde se começava a destacar, na década de oitenta do século passado, presença na escola dos filhos dos imigrantes, com os seus diferentes hábitos, línguas, comportamentos e atitudes, a pergunta iminente que se colocava era (e continua a ser) como ensinar matemática em sociedades multiculturais e multilingues, mas sujeitas à mesma lei, nomeadamente, a mesma lei laboral que despede e cria empregos essenciais à sobrevivência de todos?
- A self-evaluation model for school libraries in PortugalPublication . Bastos, Glória; Conde, Elsa; Martins, RosaThis chapter presents a project developed by the Portuguese School Libraries Network aimed at establishing a Self-Evaluation Model for School Libraries. The context from which the Self-Evaluation Model originated is described indepth, with a particular focus on the different stages of implementation and the incorporation of feedback obtained from schools. Additionally, the chapter introduces some of the solutions found to tackle issues related to the scale and scope of the intervention: the Self-Evaluation Model was applied at national level, across several levels of education, and it entailed the use of e-learning for country-wide staff training purposes. The objectives of each phase of implementation are outlined and discussed with reference to resources, procedures and outcomes generated. The chapter closes with a reflection on the impact of the Self-Evaluation Model on future action and on its added value to international practice.
- Self-concept of competence of higher education students learning in virtual environmentsPublication . Moreira, J. António; Almeida, Ana CristinaAssuming that academic success is influenced not only by the power of learning but also by the way students perceive themselves, we have relied on national studies concerning self-concept of competence of students. The main issue was to situate the self-concept of competence of university students into new virtual learning environments. We aim validate the instrument for collecting empirical data adapted to virtual learning environments, identify the degree of selfconcept of competence, when learning in such an approach, and estimate whether students perceive themselves as much or more competent than in real environments with face-to-face interaction. This research involved 280 higher education students in Social Sciences, who appraised perception and self-concept of competence. The main findings indicate favorable self-concept of competence. Also, the results suggest that the application of online pedagogical models may have a very positive impact on self-concept of competence of students in higher education, even in social dimensions and in the perception of a careful coaching.
- How ICT are changing the way we livePublication . Goulão, FátimaThe development of ICT and its implementation in different areas of our society led to profound social change. Thus, e-mail, chat, forums and social networks are the new tools of interaction and communication that enable new forms of social aggregations in the global network. This generalization of the social use of information technology and communication has boosted new practices and ways of being in society. The use of ICT in education has been a priority in most countries in Europe in the last decade. The Ministry of Portuguese Education promoted the Technological Plan for Education, which aims to improve the fundamental performance of students, ensuring equal opportunities to access equipment. Our research aimed to know how a group of Portuguese youngsters perceived the role of ICT in society and the use they give to it. The majority of these youngsters found in the ICT a way to avoid discrimination among students, to do not increase the social and to not cause the exclusion of people. It is a great opportunity for young people who live far away from large cities and these have more difficulties in its use. This is also the case of older people. As people with less culture are concern opinions are divided as to whether they have, or not, less skills to use ICT. The ICT is considered important for children and young people in difficulty and redefine the way people interact and communicate. In culture matters, ICT is considered to help understanding different cultures allowing more cultural and linguistic diversification.
- Curriculum field in Portugal: emergence, research, and europeanizationPublication . Pacheco, José A.; Seabra, FilipaThe 2003 International Handbook of Curriculum Research, edited by William Pinar, represents, as he says, “the first move in postulating the architecture of a worldwide field of curriculum studies” (Pinar, 2003, p. 1). In this new academic world, curricularists have two new tasks: the first task is to begin an international dialogue, a “complicated conversation that is the internationalisation of curriculum studies and the formation of a worldwide field” (Ibid., p. IX); the second task is to create a movement “toward the internationalization of curriculum studies” because, as he recognises, writing notes on the state of the field, “internationalization” is one of those specialisations in which the curriculum studies field is organised (Pinar, 2007, p. XXV). If internationalisation does not mean globalisation, we’ll be careful to analyze its signification, namely when globalisation is a movement towards uniformatisation and standardisation of decisions’ criteria concerned with knowledge and learning outcomes, having as a guideline the purpose to create more similarities than differences among schools. In a time of meaningful change, globalisation means increasing homogenisation and leads us to this question: “Are curriculum and instruction in fact becoming more similar around the world? ” (Anderson-Levitt, 2008, p. 349). The answer must be multiple, and any perspective will include the study of the national as category-in-change. The cross-national study of curriculum is a first step to understanding the global changes and to recognizing how the national is intersected by international parameters. In this text, we take as a starting point the mapping of Portuguese perspectives, focusing on four main aspects, contributing to the intellectual history of the curriculum field in Portugal, and thus to its disciplinarity through the establishment of a nationally distinctive curriculum studies field (Pinar, 2007). The first of these aspects regards the genesis of the curriculum field in Portugal. We intend to analyze the conditions of its emergence, related to a school-based curricular tradition and its consolidation through an academic curricular tradition. Secondly, we will refer to the development of curriculum research, approached from the perspective of three cycles: the political, academic, and institutional cycles. Thirdly, we will direct our attention towards the process of Europeanisation that has been taking place in recent years. Because Portugal is a semi-peripheral country, the European agenda has a strong and incisive impact in educational policies. Lastly, we will focus on the didactisation1 that has been a focal point for the return of the curriculum field to neo-Tylerian approaches, stressing the resignification and commodification of school knowledge. As we foresee, the discussion on the curriculum field will be increasingly influenced by “standards,” we believe the study of the genesis and consolidation of an international curriculum field may contribute not only to analyses focused on specific settings, but also for the construction of an international field built upon the diversity and the recognition of realities, that, in many ways, are intersected.