University of Coimbra
Faculty of Psychology and Education Science
Resumo Investigação realizada com o intuito de explicar o efeito facilitador do conteúdo na tarefa de seleção de cartões de Wason (TSCW), com base numa das duas teorias em análise. Tendo a primeira, a procura da ativação de um algoritmo... more
Resumo Investigação realizada com o intuito de explicar o efeito facilitador do conteúdo na tarefa de seleção de cartões de Wason (TSCW), com base numa das duas teorias em análise. Tendo a primeira, a procura da ativação de um algoritmo desenvolvido para a deteção de infratores ao contrato social, por pressão embrionária, e a segunda a representação da necessidade/suficiência da condição antecedente expressa por regras abstratas de inferência. Neste sentido foram recrutados 64 idosos, com idades entre os 60 e os 75 anos, de ambos os sexos. Os sujeitos executaram quatro tarefas e uma de treino, das quais se obtiveram seis ANOVAs. Destas apenas se obteve um resultado estatisticamente significativo, embora não relevante para o estudo estatístico. Concluímos que nenhuma destas teorias obteve uma resposta à questão inicial. Sugerimos um estudo com um maior número de tarefas e uma maior amostra. Abstract The investigation was realized with the intention of explaining the facilitator effect of the content on the Wason Selection Task, based in one of the theories in analysis. The first, searches
- by Andreia Sofia
- •
O presente livro de Atas apresenta a quase totalidade dos textos das comunicações apresentadas ao Primeiro Colóquio Cabo-verdiano de Educação, que decorreu na cidade da Praia, nos dias 3 e 4 de Julho de 2013, sob o tema geral "Nas... more
O presente livro de Atas apresenta a quase totalidade dos textos das comunicações apresentadas ao Primeiro Colóquio Cabo-verdiano de Educação, que decorreu na cidade da Praia, nos dias 3 e 4 de Julho de 2013, sob o tema geral "Nas pegadas das reformas educativas", sob os auspícios do Departamento de Ciências Sociais e Humanas da Universidade de Cabo Verde.
ABSTRACT The contribution of autobiographical narratives for the teacher’s personal and professional development is currently considered an important issue. “Our stories”, “the stories that we tell about our lives” constitute a... more
ABSTRACT The contribution of autobiographical narratives for the teacher’s personal and professional development is currently considered an important issue. “Our stories”, “the stories that we tell about our lives” constitute a fundamental path of human meaning making (Bruner in Acts of meaning. Cambridge University Press, Cambridge, 1990) and also, an identity construction process. “Fashioned out of memories, our stories become our identities” (Faust Harvard Magazine, 2003). Autobiographical narratives are then a development process, being its use in the educational scope pertinent, as it is considered that learning always features autobiography. Aiming at understanding the processes of personal and professional development, this study analyses student teachers autobiographical narratives, in particular, the relationship between primary school memories, personality characteristics, and teaching perspectives. This study was carried out with a sample of 129 student teachers of the Faculty of Sciences of the University of Coimbra, with ages between 22 and 28 years. The instruments administered were the School Autobiography Sheet (an adaptation of the autobiographical method considered by McAdams; McAdams in Guided autobiography, 1997), and the Personality Inventory NEO-PI-R (Costa and McCrae in Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual, Psychological Assessment Resources Odessa, FL, 1992; Portuguese version Lima in Contextos teóricos e psicométricos: “Ocean” ou “Iceberg”?, Dissertação de Doutoramento, Universidade de, Coimbra, 1997) and the Teaching Perspectives Inventory of Pratt and Collins Teaching perspectives inventory, 2001. The results of the study show that the relationship between the autobiographical memories and the perspectives of teaching are fable. However, they point to the crucial role played by personality traits in the organization of the autobiographical memories and of the perspectives of teaching. These results contribute to the understanding of the processes of personal and educational development of future teachers and to the reflection on forms of using autobiographical narratives in a training frame.
Resumo Actualmente assiste-se a um movimento nas escolas portuguesas do 1.º Ciclo do Ensino Básico de alargamento e generalização da escola a tempo inteiro, através da Componente de Apoio à Família e das Actividades de Enriquecimento... more
Resumo Actualmente assiste-se a um movimento nas escolas portuguesas do 1.º Ciclo do Ensino Básico de alargamento e generalização da escola a tempo inteiro, através da Componente de Apoio à Família e das Actividades de Enriquecimento Curricular, que proporciona novas oportunidades de aprendizagem aos alunos do 1.º CEB. No âmbito do estágio em Tecnologias Educacionais e da Comunicação do Curso de Mestrado em Ciências da Educação, realizado no Centro de Apoio Social de Pais e Amigos da Escola n.º10 em Coimbra, foi desenvolvido um estudo exploratório com o objectivo de conhecer os recursos educativos e as estratégias de ensino utilizados pelos professores das AEC, da referida instituição, bem como identificar necessidades nestes domínios. O presente estudo, seguiu uma metodologia não experimental e descritiva, mediante a utilização de um questionário aplicado a uma amostra de 49 professores das AEC. Os resultados mostram que o software educativo e os projectores de vídeo são recursos e...
- by Carlos Barreira
- •
Computer programming courses in higher education tend to have high rates of academic failure and students struggle, particularly so in the transition from entry-level programming to advanced programming. Some of the reasons given in the... more
Computer programming courses in higher education tend to have high rates of academic failure and students struggle, particularly so in the transition from entry-level programming to advanced programming. Some of the reasons given in the literature relate to the type of teaching approach and the strategies used by students and their attitudes towards computer programming. The literature also mentions that educational approaches are not always appropriate to the needs of students and to the development of skills required in the job market.
We developed a teaching approach to try to address some of these issues and support students learning computer programming in the transition from entry-level to advanced computer programming: the SimProgramming approach. This approach was introduced at the University of Trás-os-Montes e Alto Douro (Portugal), within the scope of the course “Programming Methodologies III”, part of the second curricular year of the programmes of studies in Informatics Engineering and in Information & Communication Technologies.
We present in detail the origins of the SimProgramming approach, starting from the first trials that introduced, in two iterations, learning activities based on problem-based learning, and up to the third iteration where the current SimProgramming approach was implemented. We describe the reasoning, design and implementation of these three iterations, to show how the approach evolved.
The SimProgramming approach is based in four conceptual foundations: business-like learning environment, self-regulated learning, co-regulated learning and formative assessment. For each of these conceptual foundations, we explain the teaching strategies adopted. In SimProgramming, the learning activity process develops in four phases, and students have specific tasks in each phase.
We analyse interview data regarding student perceptions about the SimProgramming approach, and registration grids data on team work dynamics and final assessment of the assignment, noting the impact of SimProgramming in student grades.
The application of SimProgramming revealed promising evidences in the overall results of student learning in the activities proposed in this approach. The average grades improved, and did the number of students regularly submitting their tasks on schedule. The perceptions of students regarding the SimProgramming approach are very positive: they recommend using it in the following years, and provided some suggestions to improve the approach.
We conclude with reflections and recommendations for subsequent development of the SimProgramming approach in its application to the teaching of computer programming and potential for using it in other educational contexts.
keywords: computer programming; development of teaching approach; teaching strategies.
We developed a teaching approach to try to address some of these issues and support students learning computer programming in the transition from entry-level to advanced computer programming: the SimProgramming approach. This approach was introduced at the University of Trás-os-Montes e Alto Douro (Portugal), within the scope of the course “Programming Methodologies III”, part of the second curricular year of the programmes of studies in Informatics Engineering and in Information & Communication Technologies.
We present in detail the origins of the SimProgramming approach, starting from the first trials that introduced, in two iterations, learning activities based on problem-based learning, and up to the third iteration where the current SimProgramming approach was implemented. We describe the reasoning, design and implementation of these three iterations, to show how the approach evolved.
The SimProgramming approach is based in four conceptual foundations: business-like learning environment, self-regulated learning, co-regulated learning and formative assessment. For each of these conceptual foundations, we explain the teaching strategies adopted. In SimProgramming, the learning activity process develops in four phases, and students have specific tasks in each phase.
We analyse interview data regarding student perceptions about the SimProgramming approach, and registration grids data on team work dynamics and final assessment of the assignment, noting the impact of SimProgramming in student grades.
The application of SimProgramming revealed promising evidences in the overall results of student learning in the activities proposed in this approach. The average grades improved, and did the number of students regularly submitting their tasks on schedule. The perceptions of students regarding the SimProgramming approach are very positive: they recommend using it in the following years, and provided some suggestions to improve the approach.
We conclude with reflections and recommendations for subsequent development of the SimProgramming approach in its application to the teaching of computer programming and potential for using it in other educational contexts.
keywords: computer programming; development of teaching approach; teaching strategies.
- by Jose Cravino and +5
- •
- Self-regulated Learning
O presente livro de Atas apresenta a quase totalidade dos textos das comunicações apresentadas ao Primeiro Colóquio Cabo-verdiano de Educação, que decorreu na cidade da Praia, nos dias 3 e 4 de Julho de 2013, sob o tema geral "Nas... more
O presente livro de Atas apresenta a quase totalidade dos textos das comunicações apresentadas ao Primeiro Colóquio Cabo-verdiano de Educação, que decorreu na cidade da Praia, nos dias 3 e 4 de Julho de 2013, sob o tema geral "Nas pegadas das reformas educativas", sob os auspícios do Departamento de Ciências Sociais e Humanas da Universidade de Cabo Verde.
The SimProgramming teaching approach has the goal to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming and prepare them for real-world labour environments, adopting... more
The SimProgramming teaching approach has the goal to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming and prepare them for real-world labour environments, adopting learning strategies. It immerses learners in a businesslike learning environment, where students develop a problem-based learning activity with a specific set of tasks, one of which is filling weekly individual forms. We conducted thematic analysis of 401 weekly forms, to identify the stu-dents' strategies for self-regulation of learning during assignment. The students are adopting different strategies in each phase of the approach. The early phases are devoted to organization and planning, later phases focus on applying theoretical knowledge and hands-on programming. Based on the results, we recommend the development of educational practices to help students conduct self-reflection of their performance during tasks.
To help students overcome their learning difficulties in the transition from entry-level to advanced computer programming, developing an appropriate set of learning strategies, the SimProgramming teaching approach has been adopted at the... more
To help students overcome their learning difficulties in the transition from entry-level to advanced computer programming,
developing an appropriate set of learning strategies, the SimProgramming teaching approach has been adopted at the
University of Trás-os-Montes e Alto Douro (Portugal). This approach is based on four conceptual foundations: businesslike
learning environment, self-regulated learning, co-regulated learning, and formative assessment. In this approach the
students develop an activity based on problem-based learning, with a specific set of tasks based on those four conceptual
foundations.
The approach was implemented in two courses from the second and third curricular years of the bachelor programmes in
Informatics Engineering and Information & Communication Technologies. We conducted semi-structured interviews with
students (n=32) at the end of the courses, to try to identify the students’ strategies for self-regulation of learning in the
activity developed within the SimProgramming approach. The main strategies identified were: organization, planning, time
management, identification of difficulties, resolution of the difficulties encountered, work review, identification of the
factors that influenced their motivation, and structure of the environment.
The factors influencing the motivation most often identified by students were the impact of the assessment in the final
course grade, the completion of the course, learning, skills development, and teamwork. Generally, students applied
strategies to solve the difficulties, in particular by searching for social help and information search. Procrastination was also
often identified by students. Strategies of time management, transformation of information, in-depth review, self-reflection,
and self-evaluation were referenced scantily. We found that students changed some of their strategies from one course
edition to the next.
We conclude by recommending the development of educational practices to help students review their work, treat and
process the information they find, conduct self-reflection and self-evaluation of their performance during tasks, adopt
concentration strategies, and become aware of their specific difficulties.
developing an appropriate set of learning strategies, the SimProgramming teaching approach has been adopted at the
University of Trás-os-Montes e Alto Douro (Portugal). This approach is based on four conceptual foundations: businesslike
learning environment, self-regulated learning, co-regulated learning, and formative assessment. In this approach the
students develop an activity based on problem-based learning, with a specific set of tasks based on those four conceptual
foundations.
The approach was implemented in two courses from the second and third curricular years of the bachelor programmes in
Informatics Engineering and Information & Communication Technologies. We conducted semi-structured interviews with
students (n=32) at the end of the courses, to try to identify the students’ strategies for self-regulation of learning in the
activity developed within the SimProgramming approach. The main strategies identified were: organization, planning, time
management, identification of difficulties, resolution of the difficulties encountered, work review, identification of the
factors that influenced their motivation, and structure of the environment.
The factors influencing the motivation most often identified by students were the impact of the assessment in the final
course grade, the completion of the course, learning, skills development, and teamwork. Generally, students applied
strategies to solve the difficulties, in particular by searching for social help and information search. Procrastination was also
often identified by students. Strategies of time management, transformation of information, in-depth review, self-reflection,
and self-evaluation were referenced scantily. We found that students changed some of their strategies from one course
edition to the next.
We conclude by recommending the development of educational practices to help students review their work, treat and
process the information they find, conduct self-reflection and self-evaluation of their performance during tasks, adopt
concentration strategies, and become aware of their specific difficulties.
The goal of the SimProgramming approach is to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming, developing an appropriate set of learning strategies. We implemented it... more
The goal of the SimProgramming approach is to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming, developing an appropriate set of learning strategies. We implemented it at the University of Trás-os-Montes e Alto Douro (Portugal), in two courses (PM3 and PM4) of the bachelor programmes in Informatics Engineering and ICT. We conducted semi-structured interviews with students (n=38) at the end of the courses, to identify the students’ strategies for self-regulation of learning in the assignment. We found that students changed some of their strategies from one course edition to the following one and that changes are related to the SimProgramming approach. We believe that changes to the educational approach were appropriate to support the assignment goals. We recommend applying the SimProgramming approach in other educational contexts, to improve educational practices by including techniques to help students in their learning.
Keywords:
Computer science, Self-regulation of learning, Teaching and learning.
Keywords:
Computer science, Self-regulation of learning, Teaching and learning.
Individuals play a crucial role in combating climate change, but high levels of acknowledgment and engagement are needed to lead to changes toward more sustainable behaviours. In this aspect, media plays an important role in shaping... more
Individuals play a crucial role in combating climate change, but high levels of acknowledgment and engagement are needed to lead to changes toward more sustainable behaviours. In this aspect, media plays an important role in shaping individuals' awareness about climate change. This study aims to analyse Iberian media coverage about climate change to further discuss its influence on the public's engagement with the subject. A total of 449 news were collected from Iberian newspapers. Their characteristics were analysed through quantitative content analysis. Data shows important journalistic bias toward a national framing, mainly focusing on drought and its impact on agriculture. The debate is focused on technological and political discourses. The gaps found on the Iberian media coverage may contribute to public's low levels of acknowledgement and engagement, not enhancing the possibility of change in individuals' behaviours for more sustainable actions.
Objective. The issues surrounding a patient's terminal phase of cancer and the imminent death of the individual represent a major family crisis affecting all its members. The goal of this study was to assess the prevalence of... more
Objective. The issues surrounding a patient's terminal phase of cancer and the imminent death of the individual represent a major family crisis affecting all its members. The goal of this study was to assess the prevalence of psychological morbidity in family caregivers of persons with terminal cancer in terms of psychological distress, depression, anxiety, somati-zation, and complicated anticipatory grief, and to determine which factors may influence these responses. Method. One hundred and twelve family caregivers of individuals with terminal cancer completed an assessment protocol comprising the Brief Symptom Inventory (depression, anxiety, somatization, and a computed score for global distress), the Marwit-Meuser Caregiver Grief Inventory-Short Form (anticipatory grief), the Family Inventory of Needs (importance and satisfaction of needs), and the Systemic Clinical Outcome Routine Evaluation-15 (family functioning). Prevalence of psychological morbidity was determined through descriptive and frequency statistics. Predictors of psychological morbidity were ascertained through structural equation modelling methods. Result. Regarding the prevalence of psychological morbidity in family caregivers, 66.1% reported high levels of distress, 68.8% showed high risk of depression, 72.3% showed high risk of anxiety, 50.9% reported high levels of somatization, and 25.9% showed high risk of complicated anticipatory grief. It was found that the predictors of age, gender, relationship to the family member with terminal cancer, the caregiving role played (i.e., primary vs. non-primary), the satisfaction of needs by healthcare professionals, and family functioning play an important role in terms of one's risk of developing psychological morbidity. Significance of results. This study revealed an alarming prevalence of psychological morbidity in family caregivers of individuals living with terminal cancer, making it crucial to move forward from a patient-centered approach to a family-centrad approach to reduce the risk of family maladjustment when facing the imminent death of a family member and to prevent postdeath unadjusted responses.
- by Neide P . Areia and +2
- •
- Palliative Care, Cancer
Adult education policies in Portugal have, over the time, suffered advances and setbacks. In spite of the efforts no public programme in this area reached such notoriety – at a national and international level – or even achieved a similar... more
Adult education policies in Portugal have, over the time, suffered advances and setbacks. In spite of the efforts no public programme in this area reached such notoriety – at a national and international level – or even achieved a similar adherence as the New Opportunities Initiative. The Initiative has succeeded in making the Portuguese think about this subject, which is visible through the criticisms and controversy that has always have involved the Initiative. Firstly the criticisms were about its new methodology and about its ambitious aims. Later, the controversy concerned its efficiency and effectiveness in achieving those aims, particularly the one that relates to improving employability. These doubts combined with the cuts in the financing in the current recession context were crucial to boost the present impetus of the restructuring of the Initiative, even though it was initiated in a situation of almost absence of empirical information about the Initiative impact at this level. It is precisely in this context of doubts, controversy and gap of information to support the decision-making that the interest in developing the theme of this dissertation appears. Thus this study that considers the improvement of employability and the New Opportunities Initiative intends to present – through the case study – the perceptions of the adults, already certified with upper secondary level by this Initiative, about its impact on their employability, as well as the evaluation of the expected and perceived gains. The three main investigation questions that served as guidelines in this work were the following: Q1: Was the aim of improving employability of the New Opportunities Initiative, in the area of the Competences Recognition, Validation and Certification Process achieved from the point of view of the adults already certified? Q2: Which have been the dimensions in the employability sphere that represent greater gains to adults according to their point of view? Q3: Were there issues related to employability that motivated adults more to enroll in the “New Opportunities” Initiative? The dissertation is divided in two distinct parts. In the first part, which is composed of three chapters is presented an approach to the antecedents of the Initiative, characterization, and circumstances until today (April 2012). In this part a short approach to the scope of employability and its importance is also presented as it is here considered relevant to the focus of this work and some of the criticisms that have emerged about the Initiative are presented too. In the second part, which is also composed by three chapters, there is the case study, methodology and the results. In the last part some reflexive conclusions are made that lead to proposals for a possible restructuring and it is launched an agenda for future research.
O clima de crescente desconfiança em relação à credibilidade da Iniciativa Novas Oportunidades (INO) resultou para já no início de um processo político com vista à sua efectiva reestruturação. Este surge, contudo, num contexto de uma... more
O clima de crescente desconfiança em relação à credibilidade da Iniciativa Novas Oportunidades (INO) resultou para já no início de um processo político com vista à sua efectiva reestruturação. Este surge, contudo, num contexto de uma quase total ausência de evidência empírica nomeadamente em relação ao impacto da iniciativa na valorização profissional e promoção da empregabilidade dos participantes.
Pretendendo contribuir para este debate, o artigo apresenta os primeiros resultados de um estudo sobre o impacto do Processo de Reconhecimento, Validação e Certificação das Competências (RVCC) de Nível Secundário na alteração da situação profissional de 517 adultos certificados pelo Centro de Novas Oportunidades CNO-CEFOSAP da Região Centro entre 2008 e 2010.
O estudo aplicou um conceito amplo de empregabilidade. Além de investigar possiveis alterações do vínculo contratual ou do nível de remuneração, procurou-se também caracterizar o tipo de competências profissionais utilizadas em dois momentos distintos: à data da inscrição na Iniciativa e no momento de realização do inquérito telefónico, o que, na maioria dos casos, corresponde a um intervalo de tempo de pelo três anos após o fim do processo.
Considerando que a INO caminha no sentido inverso ao do sistema formal de ensino - da experiência para a abstracção teórica - o estudo procurou em suma isolar o efeito da própria certificação de competências como determinante de uma melhoria real na situação profissional deste grupo de adultos certificados.
Finalmente, tendo por base os dados do estudo sobre as expectativas e motivações pessoais de participação no processo, o artigo discute o impacto da massificação do acesso à INO no possível desvirtuar de alguns dos objectivos delineados na concepção inicial do sistema de RVCC.
Pretendendo contribuir para este debate, o artigo apresenta os primeiros resultados de um estudo sobre o impacto do Processo de Reconhecimento, Validação e Certificação das Competências (RVCC) de Nível Secundário na alteração da situação profissional de 517 adultos certificados pelo Centro de Novas Oportunidades CNO-CEFOSAP da Região Centro entre 2008 e 2010.
O estudo aplicou um conceito amplo de empregabilidade. Além de investigar possiveis alterações do vínculo contratual ou do nível de remuneração, procurou-se também caracterizar o tipo de competências profissionais utilizadas em dois momentos distintos: à data da inscrição na Iniciativa e no momento de realização do inquérito telefónico, o que, na maioria dos casos, corresponde a um intervalo de tempo de pelo três anos após o fim do processo.
Considerando que a INO caminha no sentido inverso ao do sistema formal de ensino - da experiência para a abstracção teórica - o estudo procurou em suma isolar o efeito da própria certificação de competências como determinante de uma melhoria real na situação profissional deste grupo de adultos certificados.
Finalmente, tendo por base os dados do estudo sobre as expectativas e motivações pessoais de participação no processo, o artigo discute o impacto da massificação do acesso à INO no possível desvirtuar de alguns dos objectivos delineados na concepção inicial do sistema de RVCC.
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