@article {910,
	title = {DEVELOPING A TEACHER EDUCATION PROGRAMME TO PROMOTE SCIENTIFIC LITERACY IMPROVING A POSITIVE ATTITUDE ABOUT SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {134-155},
	abstract = {Usually elementary teacher education has pitfalls in developing important dimensions of scientific literacy (SL) through science teaching. So, to refine some Teacher Education Program (TEP) characteristics is important to potentiate their positive attitudes towards links amongst science technology and society themes (STS) so that they may improve their students{\textquoteright} SL. This study aims at identifying characteristics of a TEP that promote teachers{\textquoteright} key attitudes about STS and develop dimensions of teaching practice transferral to teachers{\textquoteright} practices to foster their students{\textquoteright} SL. It reports a longitudinal case study (3 years) to refine characteristics of a TEP, answering the questions: a) what features should a TEP have, to improve consistently positive attitudes of teachers about STS?, (b) which gains in teachers{\textquoteright} attitudes towards the STS were obtained from the implementation of TEP? The TEP incorporated, progressively, findings based on literature and other characteristics resulting from improvements, namely: (a) exploring contexts and using materials and equipment from daily routine; (b) developing epistemic practices related with experimental work in open challenge activities; (c) transferable teacher mediation traits. The TEP, with the referred characteristics, allowed teacher to develop important attitudes about: scientific inquiry, willingness to engage in issues related to science and science as a social enterprise.},
	keywords = {scientific literacy, teacher education, teachers STS attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.134},
	url = {http://oaji.net/articles/2015/457-1421876900.pdf},
	author = {J. Alexandre Pinto and J. Bernardino  Lopes and Ant{\'o}nio  Alberto Silva and Carla A.  Santos}
}
@article {711,
	title = {HOW DO TEACHERS OF PHYSICAL SCIENCES WITH DIFFERENT PROFESSIONAL EXPERIENCES USE VISUAL REPRESENTATIONS WITH EPISTEMIC FUNCTIONS IN THE CLASSROOM},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {97-114},
	abstract = {This study aims to clarify the role of visual representations (VR) on the promotion and development of students{\textquoteright} epistemic practices (EP) in the physical sciences (PS) classroom. The use of VR is crucial for supporting and developing students{\textquoteright} EP (student work in inquiry context). 
 Research questions: (a) how do teachers trigger the use of VR by students in the classroom? (b) What functions can be attributed to VR in PS classrooms? (c) What is the impact of VR on students{\textquoteright} EP? In all questions the dependence on the context and teacher experience will be analyzed.
 This is a multicase study with five PS teachers, with different teaching experience, from Portuguese basic schools (students aged 13-15 years).
 Multimodal narratives were used (a description of what happens in the classroom, using several types of data collected). Using open coding analysis, categories were found and then cluster analysis was used to find patterns.
 Main findings: (a) teacher{\textquoteright}s efforts are the triggers for the use of VR by students, especially the task proposal; (b) VR can be used as an illustration (does not increase students{\textquoteright} EP) or as epistemic mediator (increases students{\textquoteright} EP); (c) all these aspects are dependent on teacher experience. 
 
},
	keywords = {students{\textquoteright} epistemic practices, teacher mediation, visual representations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.97},
	url = {http://oaji.net/articles/2014/457-1410006477.pdf},
	author = {Elisa Saraiva and J. Bernardino  Lopes and Carla A.  Santos and J. Paulo  Cravino}
}
@article {627,
	title = {PATTERNS OF DIDACTIC DECISIONS MADE BY TEACHERS IN PHYSICAL SCIENCES CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {76-89},
	abstract = {The purpose of this study is to highlight didactic decisions of teachers in Physical Sciences classrooms. The framework used is teacher mediation of students{\textquoteright} learning.
 Research questions: (a) what aspects of teaching trigger didactics? (b) What are the relationships between the didactic decisions of teachers and their triggers? Are the responses to these questions dependent on teacher or teaching level?
 This study reports on a multi-case study of five teachers from three teaching levels (basic, secondary and higher education). Multimodal narratives (a description of what happens in the classroom, using several types of data collected inside and outside the classroom) were used to analyse the didactic decisions of teachers and to determine what causes them to take a particular decision in the classroom. It searches for categories using open code analysis, and then use cluster analysis to find patterns.
 Four patterns of decisions were found, transversing teacher and teaching levels, and relate them to their triggers.
 It is found that each teacher and each teaching level has a singular profile for decision-making (a particular combination of patterns of decision-making, what draws the teacher{\textquoteright}s attention, and the specific decisions taken).},
	keywords = {classroom, didactic decisions, physical sciences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.76},
	url = {https://oaji.net/articles/2014/457-1408435159.pdf},
	author = {Carla A.  Santos and J. Bernardino  Lopes and J. Paulo  Cravino}
}
