Repositório RCAAP

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The Internet of Things (IoT) is based on a set of technologies that allows, from technological devices, such as sensors, to connect objects to the internet and from these to collect data from the analog world, in real time, enabling immediate actions or their storage for subsequent analysis and control. These dynamic scenarios can contribute to the enrichment of learning, evolving teaching to a model based on the development of skills, which requires students to perform more actively. Thus, it is intended to investigate the innovative dimensions of the practice of IoT in education, through the analysis of the application of the project SOLL – Smart Objects Linked to Learning, with students of the 3rd cycle, in an interdisciplinary approach to science. In this sense, using a mixed methodology, questionnaires to students and survey by interview, in focus group, to teachers, the data obtained show that, in general, this platform has an innovative dimension for education, as it promotes improvements in educational results, introduces new and/or improved products and services, such as new pedagogies or new combinations of pedagogies, including e-learning services and/or new ways of organizing activities.

This article aims to analyze the professional motivation and satisfaction of Portuguese fixed-term contracted teachers. It tries to understand the influence that contextual factors, such as a permanent contract, can have on the motivation and satisfaction of these teachers. A survey conducted among teachers on fixed-term contracts confirms that job insecurity has impact on their well-being, and that the recruitment on a permanent contract basis of these teachers seems to be fundamental for the upcoming Portuguese teacher replacement process.

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Science teaching is a process in continuous change and aims to generate knowledge about fundamental theories and laws based on experimental processes; according to this, current teachers must develop a pedagogical practice that accounts for the current requirements, and must focus their work on innovative and constructivist research methods. The objective of this article is to describe and associate the type of practice used by teachers in chemistry teaching with academic performance. In order to obtain quantitative data, a Likert scale with the behavioural and evaluative constructs was used in a total of 178 students from three secondary schools in Maputo province, Mozambique. Initially, the internal consistency of the instrument was evaluated through the Cronbach Alpha index, and later, statistical associations were determined through the Chi-Square test. The results showed a lack of association between each of the factors, behavioural strategies and evaluative strategies, with academic performance, which denotes a disconnect in the way the pedagogical process is developed and the students’ performances.

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For students to find sense in what they learn and give meaning to learning, these must meet their interests, needs and motivations. In a political framework that encourages autonomy and curricular flexibility, it is urgent an approach and a confrontation between what is organized by the school and the teachers and what is perceived by the students. Through an exploratory study, it was intended to know the perspective about the way that learn 2nd and 3rd cycles of basic education students of a school in the Alentejo region. Specifically the following objectives are sought: a) to identify what students consider to have learned of most important at school; b) to know the way they most like to learn; c) to identify factors that facilitate or inhibit their learnings; d) to know their expectations in relation to learnings in school context. For this purpose, a questionnaire was applied to the classes of each of these cycles. The results refer to the need to consider change processes, in which aspects such as objectives and nature of activities, the type of work carried out with students and the class organization must be rethought.

In a context dominated by coronavirus disease and social inequalities in terms of health, in May 2020 the results of the 2018 financial literacy assessment of the Program for International Student Assessment (PISA), conducted by the Organization for Economic Co-operation and Development (OECD), were published. This large-scale international study has traditionally focused on reading, mathematical and science literacy, and more recently on collaborative problem solving and financial literacy. This article aims to analyze financial literacy. We have done it from the global data available from the countries participating in PISA, but with a particular focus on the data from Portugal. To that end, we analyzed the reports and databases produced by the OECD. The results showed that the majority of young Portuguese people seem to be reasonably prepared to respond actively to financial challenges. They have the minimum knowledge to deal with day-to-day financial issues. However, regional asymmetries were observed.

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