DOCSLIB.ORG

Book Brightening Our Future HSCI 2015.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Book Brightening Our Future HSCI 2015.Pdf Hands-on Science Brightening our future ISBN 978-989-8798-01-5 Edited by Manuel Filipe Pereira da Cunha Martins Costa, University of Minho, Portugal José Benito Vázquez Dorrío, University of Vigo, Spain Universidade do Minho Escola de Ciências The Hands-on Science Network The Hands-on Science Network © 2015 HSCI Copyright © 2015 HSCI ISBN 978-989-8798-01-5 Printed by: Copissaurio Repro – Centro Imp. Unip. Lda. Campus de Gualtar, Reprografia Complexo II, 4710-057 Braga, Portugal Number of copies: 250 First printing: July 2015 Distributed worldwide by The Hands-on Science Network - contact@hsci.info Full text available online (open access) at http://www.hsci.info The papers/chapters published in this book are exclusive responsibility of the authors. Please use the following format to cite material from this book: Author(s). Title of Chapter. Hands-on Science. Brightening our Future. Costa MF, Dorrío BV (Eds.); Hands-on Science Network, 2015, Page numbers. The authors of this book and the Hands-on Science Network, none of them, accept any responsibility for any use of the information contained in this book. All rights reserved. Permission to use is granted if appropriate reference to this source is made, the use is for educational purposes and no fees or other income is charged. The Hands-on Science Network © 2015 HSCI Hands-on Science. Brightening our future © 2015 HSci. ISBN 978-989-8798-01-5 Foreword Brightening our future Light, either sunlight or coming from the moon or the stars, emitted by the fireflies or the bulbs in our room or coming out of our TV screen, is not only one of the first main vehicles of contact with the world around us but also adds beauty and fascination to our lives. Blessing all of us, it is definitely one of the corner stones of the structure of our modern world and crucial to its development. In this Year of Light the main theme of the 12th International Conference on Hands-on Science was set to be the study of light, optics and its applications. By the importance of optics as major branch of science and by its numerous technological applications that make our everyday life easier and boost the positive prospects of development of our modern societies heading to a better brighter future for all humankind. The book herein aims to contribute to an effective implementation of a sound widespread scientific literacy and effective Science Education in our schools and at all levels of society. Its chapters reunite works presented in this line of thought at the 12th International Conference on Hands-on Science held in Madeira Island capital city of Funchal in Portugal, July 27 to 30, 2015. From pre-school science education to lifelong science learning and teacher training, the large diversified range of works that conforms this book renders it an important tool for schools and all involved in science education and on the promotion of scientific literacy. Vila Verde, Portugal, July 3, 2015. Manuel Filipe Pereira da Cunha Martins Costa Editor in chief Hands-on Science. Brightening our future © 2015 HSci. ISBN 978-989-8798-01-5 Hands-on Science. Brightening our future © 2015 HSci. ISBN 978-989-8798-01-5 FOREWORD CONTENTS Why-, Ways-, Whom-, When- What- and Who- to Teach in Science and Technology PG Michaelides 1 Design for a Visit to an Informal Learning Activity at the University X Prado, S Lorenzo-Álvarez, XR Sánchez, BV Dorrío 18 Hands-on Experiments in the Formation of Science Concepts in Pre-school J Trna 25 Child’s Play or a Child’s Crucial Work? The Importance of Play in the Learning of Science S Dale Tunnicliffe 30 Efficiency of Inquiry-Based Education: Guided Research vs. ‘Blind’ Brainstorming A Kazachkov, M Grynova, JC Moor, R Vovk 35 Potential of Science Club Networks for Science & Technology Popularization and Communication B Kumar-Tyagi, V Prasar 37 New Light to Relativity with Levers and Sticks X Prado 49 Students Become Mathematics Teachers L Sousa 61 Robots to Learn Statistics and Citizenship PC Lopes, E Fernandes 70 Recreational Angler Management in Marine Protect Area: a Case Study of Top-bottom Management F Encarnação, S Seixas 79 What Happens When Water Evaporates? An Inquiry Activity with Primary School Children P Varela, F Serra, MFM Costa 87 Exploring Probability Distributions with the Softwares R and Excel D Gouveia-Reis, S Mendonça 95 Hands-on Experiments and Creativity E Trnova 103 The Perception of the Population that Captures Mussels and Barnacles at Easter on Measures of Ecosystem Conservation M Jeremias, S Seixas 110 Studying Recombinant Protein Production and Regulation of Gene Expression in Genetic Transformed Bacteria using Fluorescent Reporter Protein mCherry: Molecular Tools and Procedures B Peixoto, F Sousa, S Pereira 117 Science Teaching in Primary School and the Importance of Interdisciplinarity in Knowledge Construction. Case Study: “Do Snails Prefer Cabbage or Lettuce?” P Varela, V Martins, A Moreira, MFM Costa 124 Syntax and Biology: a Teaching Experience with the Laboratory Notebook H Rebelo, D Aguín-Pombo 131 i Hands-on Science. Brightening our future © 2015 HSci. ISBN 978-989-8798-01-5 Development of Children’s Attitudes and KnowledgeTowards Insects: the Pedagogical Role of School Visits to Exhibitions D Aguín-Pombo, A França, AV Bento, J Azevedo 138 Color, Light and Matter - the Simplicity of Metal Ion Complexes I Boal-Palheiros 144 Control of Carnivore Overpopulation (Egyptian Mongoose and Red Fox): Study Case in the Council of Azambuja (Portugal) M Teodósio, S Seixas 150 Hands on Action-Research in Construction of the Teaching Profession: A Scientific Contribution in the Initial Teacher Training of the University of Madeira (UMa) MFB Pestana-Gouveia, P Brazão 156 Hands-on Mathematics with Lego Robots S Martins, E Fernandes 161 Mathematics Higher Education with Interactive Computing Resources L Camacho, M Garapa, JNM Ferreira 166 “Think Global Act Local” - an Experience of Environmental Education for Sustainable Development on Special Protection Zone of Samouco Saltworks HC Carvalho-Pires, IA Pinto-Mina 170 Equilibrium and Stability in the Magnetic Field: Learning through an Out-of-Classroom Experiment D Castro, D Fernández, J Blanco, BV Dorrío 175 Developing Environmental Awareness of High School Students: 3rd Enka Ecological Literacy Camp as an Example ER Şükrüye 181 Learning to Be Critical with Mathematics: Body Mass Index S Abreu, E Fernandes 184 Discovering Light. The 5th Science Fair Hands-on Science MFM Costa, Z Esteves 188 The Euro4Science Forensic Science Education Toolbox – Demonstration of Beta Version L Souto, F Tavares, H Moreira, R Fidalgo, R Pinho 193 Euro4Science: Exploring Forensic Science Popularityto Promote Young People's Interest in Science and Technology L Souto, H Moreira, F Tavares, R Fidalgo, R Pinho 197 Modeling the Neuron! C Medeiros y Araujo, AS Lima-Marinho 201 Bio-Battery: Biomass Electrolyte M Firdaus-Nawawi, M Aziz-Khan, E Motius 204 Biodiversity and Species Extinction: STSE Inquiry Based Activities about The Consequences Induced by Volcanic Eruptions in the Tree of Life and in Travelling and Tourism by Humans C Sousa 207 The Scientific Concepts in Biology Textbooks M Ornelas, C Horta, D Aguin-Pombo 209 ii Hands-on Science. Brightening our future © 2015 HSci. ISBN 978-989-8798-01-5 ABSTRACTS Designing Learning Scenarios with Robots for Hands-on Mathematics and Informatics Learning E Fernandes 217 Light and Shadows of Hands-on Based Education A Kazachkov, M Kireš 218 Chromium: the Keyword Towards a Web of Interdisciplinary Networks ML Pereira, TM Santos 218 Wind Tunnel in the Classroom J Pernar 220 A Study on Teachers' Perception about Educational Technology C Serdar, E Ceylan 222 Recreational Angler Management in Marine Protect Area: a Case Study of Top-bottom Management F Encarnação, S Seixas 223 Structuring Students Engagement in Inquiry-based Learning; the Process Is the Product A Suarez, F Prinsen, O Firssova, M Specht 224 Dependence of Fluorescence on Temperature B Mota, S Ferreira-Teixeira 225 Impact of Coastal Erosion in Portugal: Science Facts in a Television Documentary S Barata, M Serra, P Pombo 226 Using Socrative in Physics Courses for Immediate Formative Feedback N Balta, A Kaya 227 Science Motivation JC António, CMJM Marques 228 Access to Science and Technology by Women in India K Dasgupta-Misra 230 Arduino Science Kit: Open Hardware Platform for Science Activities P Ferreira, J Loureiro 231 Potential of Science Club Networks for Science & Technology Popularization and Communication B Kumar-Tyagi, V Prasar 233 SCIENTOONS and Nanotechnology: a Science of Small Things for a BIG Change PK Srivastava 235 Interdisciplinarity in Physics Education - Study of the Potential Difference Generated by Oxi – reduction Reaction (Battery) with the Use of Computer Modelling Y Ulrich, A Machado, C Elias, A Santiago, L Pinheiro 236 "Ciência p´ra que te Quero": Making Science Accessible and Exciting to Young People MA Forjaz, M Maciel; A Alves, J Ferreira, J Marques, C Almeida-Aguiar, MJ Almeida 237 From Science to Consciousness: Why do We Need Clean Water MA Forjaz, MJ Almeida, M Maciel, A Nobre, C Almeida-Aguiar 238 iii Hands-on Science. Brightening our future © 2015 HSci. ISBN 978-989-8798-01-5 Science Communication from Undergraduate Students to Children: Activities, Opportunities and Challenges J Ferreira, J Marques, MA Forjaz, MJ Almeida, C Almeida-Aguiar 239 Ionic Liquids Research and High School Students - In the Know and on the Go I Boal-Palheiros, AF Cláudio, M Freire, J Coutinho 240 Learning with Augmented Reality E Fernandes, PC Lopes, S Abreu, S Martins 241 Innovative Hands on Science Approach and Multi-pronged Communication Strategy to Dispel Myth about Nuclear Energy A Srivastava 243 Educational Project for the STAR Experiment at RHIC V Belaga, A Kechechyan, K Klygina, A Komarova, Y Panebrattsev, D Sadovsky, N Sidorov 244 Before versus After: “Word Clouds” as a Tool to Identify Adequate Key-Words Describing an Experimental Activity in a Chemistry Laboratory Context TM Santos 245 The Wievs of Teachers on the Practice of Technology and Design Lesson Programme C Serdar, E Ceylan 246 Student Attitudes Toward Science and Technology in Public Education of Chile.
Load more

Recommended publications
  • STEM Education in Portugal: Education, Policies and Labor Market
    Consultant Report Securing Australia’s Future STEM: Country Comparison This report can be found at www.acola.org.au © Australian Council of Learned Academies STEM education in Portugal: Education, policies and labor market Dr Hugo Horta Instituto Superior Técnico Technical University of Lisbon Table of contents Executive summary ............................................................................................................... 2 Brief description of the educational system in Portugal ......................................................... 3 Fostering STEM in primary and secondary education ........................................................... 4 An outlook of the mathematics and science curricula ............................................................ 4 Targeted actions to foster interest and learning of STEM related themes: ............................. 5 Fostering STEM in higher education ................................................................................... 12 Labour market for STEM graduates .................................................................................... 17 Career prospects ................................................................................................................ 19 References ......................................................................................................................... 20 1 Executive summary It is suicidal to create a society dependent on science and technology in which hardly anybody knows anything about science and technology,
    [Show full text]
  • Learning for Older Adults in Portugal: Universities of the Third Age in a State of Change Esmeraldina Costa Veloso
    Australian Journal of Adult Learning Volume 57, Number 3, November 2017 Learning for older adults in Portugal: Universities of the Third Age in a state of change Esmeraldina Costa Veloso Minho University, Portugal 8$VKDYHWKHLURULJLQLQLQ7RXORXVH)UDQFHZLWK3URIHVVRU 3LHUUH9HOODV7KLV)UHQFKLQÀXHQFHZDVDOVRIHOWLQ3RUWXJDODQGWKH ¿UVW3RUWXJXHVH8$RSHQHGLWVGRRUVDOVRLQWKH¶V+RZHYHUIURP LQFHSWLRQWKH3RUWXJXHVHUHDOLW\ZDVYHU\GL̆HUHQWIURPWKH)UHQFK PRGHOHVSHFLDOO\LQUHJDUGVWRLWVSURPRWHUV+RZHYHUERWKLQ)UDQFH DQG3RUWXJDOWKHVHRULJLQDOPRGHOVKDYHVLQFHXQGHUJRQHVLJQL¿FDQW FKDQJHV:LWKLQWKLVFRQWH[WWKLVVWXG\VHHNVWRDQDO\VHWKLVVKLIWLQWKH organisation of U3A, attempting to understand, amongst other factors, ZKRDUHWKHVRFLDOSOD\HUVEHKLQGWKHFKDQJHWKHLUJRDOVDQGKRZWKH\ DUHRUJDQLVHG7RDFKLHYHWKHVHUHVHDUFKJRDOVVHYHUDOGDWDFROOHFWLRQ WHFKQLTXHVZHUHXVHGVXFKDVGRFXPHQWWH[WDQDO\VLVRILQIRUPDWLRQ RQWKHGL̆HUHQWHGXFDWLRQDORSSRUWXQLWLHVRQR̆HUWRROGHUDGXOWV HVSHFLDOO\8$DVZHOODVFRQGXFWLQJLQWHUYLHZVZLWKVRPHOHDGHUVRI 8$7KHRUHWLFDOO\WKHZRUNRIVHYHUDODXWKRUVZKRKDYHDQDO\VHG U3A such as Aline Chamain and Marvin Formosa are considered as ZHOODVDXWKRUVZKRKDYHUHVHDUFKHGWKLUGDJHSROLFLHVLQSDUWLFXODU $QQH0DULH*XLOOHPDUG,QFRQFOXVLRQWKHSUHVHQWZRUNVKRZV8$V LQ3RUWXJDOSUHVHQWWKHPVHOYHVLQDGL̆HUHQWFRQWH[WLQWHUPVRIWKHLU promoters – as either tertiary institutions or as private associations. Learning for older adults in Portugal: Universities of the Third Age in a state of change 459 Keywords: 8QLYHUVLWLHVRIWKH7KLUG$JHOHDUQLQJPRGHOVHGXFDWLRQ SROLFLHVROGHUDGXOWV3RUWXJDO Introduction The advent of Universities of the
    [Show full text]
  • The Official Inaugural Speech of Royal College of Nobles in Lisbon (1766)
    Ana Isabel Correia Martins* The Official Inaugural Speech of Royal College of Nobles in Lisbon (1766): A Rhetorical Performance Supporting a Pedagogical Purpose DOI: http://dx.doi.org/10.12775/LC.2019.045 Abstract: The Europe of the 18th century manifested a keen interest on the education of nobles and Portugal was in line with this current tendency, founding the Royal College of Nobles in Lisbon. My main interest is the study of the official inaugural speech, delivered on 19th March of 1766 by Michael Antonius Cierae, a Latin discourse, never completely translated or deeply studied1. This 13 rhetorical performance is an important source to study the new pedagogical program conceived by of the King Joseph I and his minister José Sebastiăo Carvalho e Melo, also known as Marquês de Pombal, after the expulsion of Jesuits. This discourse represents a broad view of political philosophy and for this reason, I decided to divide the present article in three parts. First, I circumscribe the political and historical context in Europe, then analyse the creation’s circumstances of this Royal College, and shed light on the rhetorical structure of speech, its subjects and topoi articulated under 4(32) 2019 all partes orationis. I expect to recognize in which way this official speech reveals the pedagogical philosophy to understand the political polemics and controversies of this period in Portugal. Keywords: rhetorical performance, public speech, Royal College of Nobles, political philosophy * Professor in Portuguese Department of University of Rennes 2 (France) and fully integrated researcher at Center of Classical Studies and Humanities in University of Coimbra (Portugal).
    [Show full text]
  • Portugal (2013)
    ANR TRANSLIT AND COST “TRANSFORMING AUDIENCES/TRANSFORMING SOCIETIES” Media and Information Literacy Policies in Portugal (2013) Experts: Conceição Costa, CICANT-Univ. Lusófona Ana Jorge, CIMJ-Univ. Nova de Lisboa Luís Pereira, CECS-Univ. Minho May 2014 1. Dimension (Short) Historical background The History of Portugal has a very important event, known as the ‘25th of April’, the day when the ‘Carnation revolution’ took place, in 1974. Therefore Portugal is a young democracy – and such fact explains in part what happened latter on in the 80’s, namely in what concerns education. The main legal document on education – Lei de Bases do Sistema Educativo – was approved in Portugal in 1986, instituting education as free and mandatory for the first time for 9 years and until the child is 15 years-old. In 2009, the legal document Lei n. 85/2009 (27 August) established the extension of the age of compulsory schooling to 18 years-old, changing the compulsory education from 9 to 12 years of schooling. Preschool education, intended for 3-6-year-old children, is optional and is often given in public or private kindergartens; basic education lasts for 9 years, from the ages of 6 to 15, and comprises three sequential cycles; after finishing the secondary school, i.e., the 12 years, students can apply for a position at the higher education. The 80’s were, according to Figueiredo (2007), one of the most encouraging decades to the development of what is usually called Information Society, as, following the reforms of the previous education minister Veiga Simão (1970-74), the number of researchers earning a PhD abroad had increased “returning to the country enriched with varied experiences and willing to change a country recently released from a dictatorship” (Figueiredo, 2007: 143).
    [Show full text]
  • Reforming Artsand Culture Higher Education in Portugal
    REPORT OF AN INTERNATIONAL PANEL OF EXPERTS Reforming AND Arts Culture Higher Education IN Portugal PREPARED BY Abrar Hasan (Chair) Ulrike Blumenreich Bruce Brown Peter Eversmann Francesco Zurlo FOR THE MINISTRY of SCIENCE, TECHNOLOGY, and HIGHER EDUCATION, PORTUGAL 21 July 2009 Reforming ArtsAND Culture Higher Education IN Portugal Contents 1 INTRODUCTION 1.1 Mandate of the Panel 1 1.2 Framework of the Analysis 2 1.3 Structure of the report 3 2 CONTEXT AND CHALLENGES 2.1 International: Historical evolution and recent trends 5 2.2 Arts and culture higher education in Portugal 9 Structures and features of the provision 9 High diversity of provision 10 Geographic profile: concentration and dispersion 11 Financing of A&C sector 11 Support for doctoral studies and research 13 Numbers of enrolled students, new entrances, graduates, 14 higher education institutions and programmes Arts & Culture compared to other higher education in Portugal 16 Arts & Culture HE in Portugal compared to Europe 17 3 POLICY CHALLENGES AND THE WAY FORWARD 3.1 Policy Challenges 19 3.2 Expanding capacity in arts and culture higher education 20 3.3 Rationalising arts and culture qualifications 22 Recommendation 25 3.4 Attracting and developing effective teachers 26 Recommendation 29 3.5 Providing quality teaching and learning 30 Recommendation 32 3.6 Supporting high quality research 32 Recommendation 37 3.7 Facilitating choice and promoting efficiency 39 Structure of the provision 39 Efficiency of the provision 42 Recommendation 45 3.8 Arts and culture education in
    [Show full text]
  • O Ensino Técnico-Profissional Em Portugal Na Segunda Metade Do Século XX
    Universidade Aberta O ensino técnico-profissional em Portugal na segunda metade do século XX – O fenómeno da mobilidade social ascendente de carácter intergeracional – Luís Rosa Duque Tese de Doutoramento em Ciências da Educação Especialidade de Sociologia da Educação Lisboa 2009 Universidade Aberta O ensino técnico-profissional em Portugal na segunda metade do século XX – O fenómeno da mobilidade social ascendente de carácter intergeracional – Luís Rosa Duque Tese orientada pela Professora Doutora Maria Beatriz Rocha-Trindade e pelo Professor Doutor José Veiga Simão Doutoramento em Ciências da Educação Especialidade de Sociologia da Educação Lisboa Maio 2009 À doce memória dos meus pais, que respeitaram a minha escolha vocacional pelo ensino técnico e me apoiaram no percurso de mobilidade ao longo da vida. Agradecimentos Agradeço à minha orientadora, Professora Doutora Maria Beatriz Rocha- -Trindade, pelo empenho que pôs no acompanhamento deste estudo e pela disponibilidade com que sempre me atendeu, apoiando, esclarecendo, corrigindo e estimulando nos momentos mais difíceis da investigação. Agradeço ao meu orientador, Professor Doutor Veiga Simão, pela solidariedade demonstrada e pelo gosto em ver realizado este trabalho, cedendo-me muito do seu pouco tempo, alertando-me para aspectos de conteúdo pertinentes, criticando-os construtivamente, sem me deixar perder o bom-humor. Desejo, em seguida, agradecer aos informadores especializados que tiveram a gentileza de me conceder entrevistas com dados relevantes para este estudo: o próprio Professor Veiga Simão, o Professor Armando Rocha Trindade, o Sr. Joaquim da Fonseca Trindade e o Dr. Filipe Ramos Batista, cujas contribuições foram qualitativamente preciosas. Agradeço também à Maria Eduarda, pela paciência que teve comigo nos momentos de maior trabalho, nomeadamente aquando da elaboração dos gráficos, em que muito me ajudou.
    [Show full text]
  • Global Education in Portugal Global Education
    Global Education in Portugal Global Education Global Education in Portugal The European Global Education Global Education Network Europe GENE Europe Network Global Education Peer Review Process National Report on Portugal Global Education in Portugal The European Global Education Peer Review Process National Report on Global Education in Portugal GENE GLOBAL EDUCATION NETWORK EUROPE Contents Abbreviations & Acronyms 5 Acknowledgements 7 Executive Summary 9 Chapter 1 Introduction 15 1.1 The National Report on Global Education in Portugal: An Introduction 15 1.2 The European Global Education Peer Review Process 16 1.3 Aims of the European Process 17 1.4 Methodology & Terms of Reference of the Portuguese Peer Review Process 17 1.5 Key Concepts 18 Chapter 2 The Context of Global Education in Portugal 21 2.1 Introduction 23 2.2 Institutional Context: Key Institutions and Stakeholders 23 2.2.1 Camões 25 2.2.2 Ministry of Education and Science 26 2.2.3 CIDAC 27 2.2.4 The Portuguese NGDO Platform 28 CASE STUDY: Counterpoint CASE STUDY: Educate to Cooperate 2.2.5 Other Key Stakeholders / Support 32 2.3 Development Cooperation Context 33 2.3.1 Global Education in Figures 34 2.4 Public Opinion Context 35 Box 1. Strong Parliamentary Commitment to GE and DE 2.5 Educational Context 37 Chapter 3 The Portuguese National Strategy for Development Education 43 3.1 Introduction 43 3.2 Development of the National Strategy 43 3.3 ENED Working Groups 1 and 2 45 3.4 Content of the National Strategy 48 3.5 Implementation of the National Strategy for Development Education 49 Box 2.
    [Show full text]
  • Education Policy in Portugal: Changes and Perspectives
    Education Policy in Portugal: Changes and Perspectives Jesus Maria Sousa Universidade da Madeira Portugal (2000). Education Policy Analysis Archives, 8 (5). http://www.epaa.asu.edu/epaa/v8n5.html 1. Introduction: the Revolution of the 25th April 1974 Portugal is a small country with a total area of 91,985 square quilometres located in the extreme west of Europe and with two archipelagos in the Atlantic Ocean, Azores and Madeira, the politically Autonomous Regions. Having a resident population of 9,853 million, only one language is spoken throughout the country: the Portuguese. The Revolution of the 25th April in Portugal put an end to a forty-eight year old dictatorship, dominated by a political police, the so-called PIDE. After Salazar’s death in 1968, the new prime-minister Marcello Caetano tried to gradually open the regime (the Marcellist Spring), but it was so weak and rotten that a revolution broke in the early morning hours of 25th April 1974. Zeca Afonso’s banned protest song “Grandola, Vila Morena” was broadcasted on Portuguese radio, as a secret signal to a group of rebel officers to move against the regime. So, it was the army, tired of a bloody and useless war in remote colonies in Africa that led the Revolution. Most of the leading military officers of MFA (Armed Forces Movement) were involved in left wing activities. We can say the Revolution was quite peaceful. It was called the Carnations Revolution because these flowers were in bloom at that time of the year and were placed in the guns of the soldiers.
    [Show full text]
  • School Journeys Ideas and Practices of New Education in Portugal (1890–1960)
    School Journeys Ideas and Practices of New Education in Portugal (1890–1960) Inês Félix Institutionen för idé- och samhällsstudier Umeå 2020 This work is protected by the Swedish Copyright Legislation (Act 1960:729) Dissertation for PhD ISBN print: 978-91-7855-269-6 ISBN digital: 978-91-7855-270-2 Umeå Studies in History and Education 22 Umeå Studies in the Educational Sciences 44 Cover: Robert Doisneau, Écoliers sur la route de Wangenbourg-Engenthal, 1945, Atelier Robert Doisneau Electronic version available at: http://umu.diva-portal.org/ Printed by: CityPrint i Norr AB Umeå, Sweden 2020 To my parents Table of Contents Abstract ............................................................................................ iii Acknowledgements ........................................................................... v 1. Introduction ................................................................................... 1 Scope and aim ................................................................................................................... 1 Previous research ............................................................................................................. 4 Theoretical framework ................................................................................................... 12 Poststructuralism and social epistemology ............................................................ 12 Grammar of schooling ............................................................................................. 16 Pedagogical paradox
    [Show full text]
  • Efficiency of Spending on Education in Portugal
    Copyright rests with the author Efficiency of spending on education in Portugal Luiza Corrêa de Mello Ministry of Finance - Portugal Overview of the presentation • Synopsis of the education and training system • Education in Portugal: an overview • Secondary education in Portugal: an overview • Cross-country studies on efficiency of education • Studies on efficiency of education in Portugal • Recent reforms in education Table 1. Synopsis of the education and training system COMPULSORY EDUCATION 1234 56 7 89 101112 1 2 3 4 56 Years of study SECONDARY BASIC EDUCATION HIGHER EDUCATION(1) EDUCATION From the From the From the From the From the UNIVERSITY EDUCATION age of 3 age of 6 age of 10 age of 12 age of 15 Master degree GENERAL Bacharelato PHD COURSES PRE- 2nd TECHNOLOGICAL Licenciatura SCHOOL 1ST CYCLE 3rd CYCLE CYCLE COURSES EDUCATION POLYTECHNIC EDUCATION SPECIALISED ARTISTIC COURSES Bacharelato Licenciatura From the age of 15 Vocational courses Vocational courses Educational and vocational Educational and courses vocational courses From the age of 18 POST SECONDARY EDUCATION Recurrent education Recurrent education Apprenticeship Apprenticeship Technological Guidance system system specialisation Up to the age of 25 courses From the age of 18 RVCC System(2) RVCC System(2)(3) Educational and vocational courses for adults EV Courses Adults(3) 1. Licenciatura corresponds to a bachelor degree; the Bacharelato which is part of the cycle is awarded after 3 years. Under the European harmonised system, introduced as from 2006-07, the first cycle (Licenciatura) will last 3 years, the Master degree (Mestrado) an additionnal 1 or 2 years, followed by a third cycle for Doctorate.
    [Show full text]
  • FPIES Portugal Country Report
    FINANCING POLICIES FOR INCLUSIVE EDUCATION SYSTEMS Country Report: Portugal CONTENTS INTRODUCTION ..................................................................................................... 4 Frameworking terminology and contents .................................................................... 4 An overview of the Portuguese education system ....................................................... 4 Introduction to the inclusive education system in Portugal ........................................ 7 The system ................................................................................................................. 7 Impacts of support measures: performance of learners and education systems ... 25 DESCRIPTION OF THE POLICY FOR FINANCING IN THE COUNTRY .......................... 30 General funding: Universal support measures ........................................................... 31 Throughout funding: Selective support measures ..................................................... 32 Input funding: Additional support measures ............................................................. 32 Analysis of financing data ........................................................................................... 35 Special education schools and special education allowance .................................. 37 Special education schools and special education subsidy ....................................... 37 The role of municipalities in inclusive education ....................................................... 38 Cascais
    [Show full text]
  • Eighteenth Century Portugal
    Gale Primary Sources Start at the source. Eighteenth Century Portugal Professor Malyn Newitt Various source media, State Papers Online EMPOWER™ RESEARCH During the seventeenth century Portugal had faced The accession to the Grand Alliance was sealed with a severe challenges. Much of its eastern empire had treaty in May 1703 and in December another treaty, been lost and, although independence from Spain had always known as the Methuen Treaty, dealt with been declared in 1640, a prolonged war had followed economic matters and profoundly influenced Anglo- that only finally came to an end in 1668. Meanwhile, Portuguese relations until a new treaty was signed in economic depression and a declining population had 1808 in the circumstances of another European War. By resulted in a feeling of national pessimism preventing the Methuen Treaty Portuguese wines imported into any significant cultural revival. To survive the threats to England were given a one third tariff preference over its newly won independence, Portugal sought allies, French wines, while Portugal allowed English woollen with rival factions favouring a French or an English manufactures to enter Portugal free of duties. This alliance. Eventually, it was the English alliance that did apparently modest adjustment to the relations between most to secure Portugal's interests, though at some the two countries had very significant consequences. considerable cost. Three treaties were signed with Taking advantage of their privileged position British England, in 1642, 1654 and 1661. These secured English merchants now expanded their operations in Portugal, military and naval help against Spain and were sealed using their presence in Lisbon, Porto and Madeira to with a marriage, which made the king's sister Queen of penetrate the closed markets of Brazil.
    [Show full text]