<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">J. Alexandre Pinto</style></author><author><style face="normal" font="default" size="100%">J. Bernardino  Lopes</style></author><author><style face="normal" font="default" size="100%">António  Alberto Silva</style></author><author><style face="normal" font="default" size="100%">Carla A.  Santos</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING A TEACHER EDUCATION PROGRAMME TO PROMOTE SCIENTIFIC LITERACY IMPROVING A POSITIVE ATTITUDE ABOUT SCIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers STS attitudes</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1421876900.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">60</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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’ SL. This study aims at identifying characteristics of a TEP that promote teachers’ key attitudes about STS and develop dimensions of teaching practice transferral to teachers’ practices to foster their students’ 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' 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.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">134-155</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Elisa Saraiva</style></author><author><style face="normal" font="default" size="100%">J. Bernardino  Lopes</style></author><author><style face="normal" font="default" size="100%">Carla A.  Santos</style></author><author><style face="normal" font="default" size="100%">J. Paulo  Cravino</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">HOW DO TEACHERS OF PHYSICAL SCIENCES WITH DIFFERENT PROFESSIONAL EXPERIENCES USE VISUAL REPRESENTATIONS WITH EPISTEMIC FUNCTIONS IN THE CLASSROOM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">students’ epistemic practices</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher mediation</style></keyword><keyword><style  face="normal" font="default" size="100%">visual representations</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410006477.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">42</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study aims to clarify the role of visual representations (VR) on the promotion and development of students’ epistemic practices (EP) in the physical sciences (PS) classroom. The use of VR is crucial for supporting and developing students’ 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’ 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’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’ EP) or as epistemic mediator (increases students’ EP); (c) all these aspects are dependent on teacher experience. 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">97-114</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Carla A.  Santos</style></author><author><style face="normal" font="default" size="100%">J. Bernardino  Lopes</style></author><author><style face="normal" font="default" size="100%">J. Paulo  Cravino</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PATTERNS OF DIDACTIC DECISIONS MADE BY TEACHERS IN PHYSICAL SCIENCES CLASSROOMS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom</style></keyword><keyword><style  face="normal" font="default" size="100%">didactic decisions</style></keyword><keyword><style  face="normal" font="default" size="100%">physical sciences</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435159.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">36</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study is to highlight didactic decisions of teachers in Physical Sciences classrooms. The framework used is teacher mediation of students’ 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’s attention, and the specific decisions taken).</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">76-89</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">J. Bernardino  Lopes</style></author><author><style face="normal" font="default" size="100%">J. Paulo  Cravino</style></author><author><style face="normal" font="default" size="100%">Maria Branco</style></author><author><style face="normal" font="default" size="100%">Elisa Saraiva</style></author><author><style face="normal" font="default" size="100%">António Silva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MEDIATION OF STUDENT LEARNING: DIMENSIONS AND EVIDENCES IN SCIENCE TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">science teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher mediation</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching activity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392298120.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Our study intends to focus the teacher mediation of student learning in sciences' classrooms in new theoretical and empirical perspectives. The science teacher action, in a research perspective, has been considered as sum of several aspects. Our research problem is how to consider, in a scientific way, the mediation of student learning in science classroom by facing the teaching activity as a whole. We present a theoretical framework to analyse the teacher mediation. We also developed an innovative methodological instrument to obtain data relevant to analyse the teacher mediation. Our instrument is a multimodal account of what happens inside the classroom or what particular context conditions some teacher decisions. We provide preliminary results from two particular science teachers to evidence the usefulness of this framework, in particular the dimensions of analyse and the richness of the instrument to collect data from multiple sources.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">42-52</style></section></record></records></xml>