Teaching systems thinking through game design

Educational technology research and development - In this mixed-methods study, we examined if students benefitted from a game design course offered during an enrichment hour in terms of gains in...     

Theory and praxis: reflections and lessons from a bilateral educational aid programme in Guinea-Bissau

This article examines Portuguese official aid (POA) in Guinea-Bissau, based on the experience of a bilateral educational aid Programme – PASEG (2000–2012). It explores the theory and praxis (understood as instructed action) of PASEG as a complex and transversal intervention in a context of fragility and political uncertainty. It discusses the transition from an aid programme which focused mainly on the individual dimension at the school level to an approach which tried to integrate the organisational dimension and capitalise on the enabling environment. Drawing attention to the idiosyncrasy of the political, historical, cultural and social aspects of Guinea-Bissau, the article highlights the tensions which arise in the attempt to reconcile the technical/academic dimensions of project implementation with the political agendas of POA.     

How and with what accuracy do children report self-regulated learning in contemporary EFL instructional settings?

European Journal of Psychology of Education - This study aimed to understand how children reflect about learning, report their regulation of learning activity, and develop their performance in...     

The impact of a Curriculum for Resilience Promotion in Deaf Children and Adolescents

Resilience is an interactive process involving internal skills that should be promoted, especially in the early stages of development. This study aims to adapt and implement two themes from the European Curriculum for Resilience Promotion – RESCUR, namely, ‘Developing Communication Skills’ and ‘Establishing and Maintaining Healthy Relationships’, for deaf and hard-of-hearing (DHH) students. The study included 37 children and adolescents from three Portuguese regions and its impact was evaluated through the perspectives of the students, their guardians and their teachers. Each 90-minute session was implemented weekly. The sessions followed the RESCUR curriculum structure with necessary adaptations to the mindfulness activities, stories, role-play and worksheets. The mean scores increased from pre- to post-intervention assessment on all instruments, namely, KIDSCREEN-10 (children/adolescents), KIDSCREEN-10 (guardians) and CYRM-28 (teachers). The implementation of adapted curricula promoting resilience seems to be beneficial to DHH children, allowing the development of specific resilience-associated skills, and thus enhancing health, well-being and quality of life.     

Engineered three-dimensional microfluidic device for interrogating cell-cell interactions in the tumor microenvironment

Stromal cells in the tumor microenvironment play a key role in the metastatic properties of a tumor. It is recognized that cancer-associated fibroblasts (CAFs) and endothelial cells secrete factors capable of influencing tumor cell migration into the blood or lymphatic vessels. We developed a microfluidic device that can be used to image the interactions between stromal cells and tumor cell spheroids in a three dimensional (3D) microenvironment while enabling external control of interstitial flow at an interface, which supports endothelial cells. The apparatus couples a 200-μm channel with a semicircular well to mimic the interface of a blood vessel with the stroma, and the design allows for visualization of the interactions of interstitial flow, endothelial cells, leukocytes, and fibroblasts with the tumor cells. We observed that normal tissue-associated fibroblasts (NAFs) contribute to the “single file” pattern of migration of tumor cells from the spheroid in the 3D microenvironment. In contrast, CAFs induce a rapid dispersion of tumor cells out of the spheroid with migration into the 3D matrix. Moreover, treatment of tumor spheroid cultures with the chemokine CXCL12 mimics the effect of the CAFs, resulting in similar patterns of dispersal of the tumor cells from the spheroid. Conversely, addition of CXCL12 to co-cultures of NAFs with tumor spheroids did not mimic the effects observed with CAF co-cultures, suggesting that NAFs produce factors that stabilize the tumor spheroids to reduce their migration in response to CXCL12.     

Investigating returns to scope of research fields in universities

For policy-makers and managers of research organizations, improvement in performance is a constant objective. The potential presence of returns to scope of fields of research could influence decisions in planning the fields of activity of the research organization and the spatial positioning of its researchers in function of their specializations. We investigate the possible presence of returns to scope and the relation between scope of fields in an organization and intensity of interdisciplinary collaboration. The results, from analyzing the scientific collaborations of Italian university researchers over the years 2004–2008, seem to indicate that in general the scope of the research fields has no impact on the productivity of research or the intensity of interdisciplinary collaboration.     

Growth of Social Competence During the Preschool Years: A 3‐Year Longitudinal Study

This study examined the stability and growth over a 3‐year period of individual differences in preschool children's social competence, which was assessed in three domains: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. A total of 255 children (126 girls and 129 boys) participated in this study. Growth curve analyses demonstrated both stability and change with regard to social competence over early childhood. Social competence measures and latent variables were invariant over this time period, individual differences in social competence were largely stable from year to year, and significant increases over time were observed for the domain most closely reflective of specific personal attributes skills.     

Debate on global warming as a socio-scientific issue: science teaching towards political literacy

The focus of this response to the original article by Tom G. H. Bryce and Stephen P. Day (Cult Stud Sci Educ. doi:10.1007/s11422-012-9407-1, 2013) is the use of empirical data to illustrate and expand the understanding of key points of their argument. Initially, I seek to discuss possible answers to the three questions posed by the authors related to: (1) the concerns to be addressed and the scientific knowledge to be taken into account in the climate change debate, (2) the attention to be paid to perspectives taken by “alarmists” and “deniers,” and (3) the approaches to be used to conduct controversial global warming debate. In this discussion, I seek to contribute to the debate proposed by the original paper, illustrating various points commented on by the authors and expanding to other possibilities, which highlight the importance of political issues in the debate. Therefore, I argue that socio-political issues must be taken into account when I aim for a scientific literacy that can enhance students’ political education. Likewise, I extend the debate presented in the original article, emphasizing the attention that should be paid to these aspects and approaching science education from a critical perspective. Highlighting only the confirmation bias without considering political implications of the debate can induce a reductionist and empiricist view of science, detached from the political power that acts on scientific activity. In conclusion, I support the idea that for a critical science education, the discussion of political issues should be involved in any controversial debate, a view, which goes beyond the confirmation bias proposed by Bryce and Day for the global warming debate. These issues are indeed vital and science teachers should take them into account when preparing their lessons for the debate on climate change.