Pedro Reis
Pedro Reis works as Full Professor at the Instituto de Educação, Universidade de Lisboa (Portugal). He has published and been involved in research about: a) science education in different contexts; b) teaching the nature of science and assessing its understanding; c) professional development of science teachers; d) the discussion of socioscientific issues in science education; e) teachers' and students' empowerment for an active citizenship about environmental and social problems (Youth activism); and f) ICT integration in science education. He supervises Ph.D. and master students in these fields. He has been involved in research, teacher training and curriculum development projects in Portugal, other European countries (supported by the European Commission), Africa (supported by the World Bank and the Calouste Gulbenkian Foundation) and Brazil (supported by the Portuguese and the Brazilian Governments). He is a member of the Editorial Board of International Journal of Science Education, Sustainability and six other peer-reviewed journals in Portugal, Spain and Brazil.
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El capítulo presenta una perspectiva humanista de la educación científica que combina un enfoque de contenido científico con la educación para la ciudadanía ambiental y el desarrollo holístico de los jóvenes/ciudadanos. De esta forma, la enseñanza de las ciencias se asume como pretexto y contexto para el desarrollo de conocimientos, capacidades y actitudes que permitan a los jóvenes/ciudadanos enfrentar los problemas, desafíos e injusticias de su vida cotidiana. En este enfoque educativo, la ciencia se presenta de una manera socialmente contextualizada que refuerza la percepción de los estudiantes sobre la importancia y relevancia de la educación científica para la resolución de problemas que afectan a sus/nuestras comunidades. Según este enfoque, el éxito de los estudiantes en la escuela y en la vida no depende solo del éxito académico sino, fundamentalmente, de la experiencia de oportunidades de desarrollo intra e interpersonal y del ejercicio de la ciudadanía en situaciones que se consideren socialmente relevantes. Los estudiantes necesitan que los alienten a asumir la responsabilidad por la promoción del bienestar de las comunidades y los ecosistemas en los que viven.
Each European partner developed a teaching module involving hands-on work with real physical objects, even if working at distant places. The three modules combine strategies to embed the physical hands-on experiments, e.g., using elements of learning in virtual environments and/or mobile learning. All modules are quality- tested, low-cost open learning resources based on results from didactic research as well as on experiences made during the pandemic. The paper presents preliminary evaluation results of the implementation process.
Transforming the teaching of hands-on experiments into the digital realm allows not only to improve the education situation for (vocational) students under any pandemic conditions but also allows a closer link between work at home and work at school. In addition, the approach seems likewise usefully in situations beyond the pandemic: The type of digital collaboration proposed can support international teams in their cooperation – and possibly save some air travel and CO2 emissions, especially in view of the climate crisis. The hands-on remote approach can also enable distance learning during local weather events - also an important consideration at this time, due to class cancellations and learning delays caused by Corona. Educators from other fields (e.g., out-of-school learning places as museums, science centers, or student laboratories) may as well be interested to create their own resources and develop new ideas based on the foundations laid in this project.
This guidebook is made available in two versions – digital and printed – with the purpose of enhancing the visibility of the project and inspiring new users to apply the teaching modules and the project’s core idea of hands-on remote teaching in group settings. The dissemination of this guidebook in different events – teachers’ professional development initiatives, school information events and conferences – will ensure a long-term and flexible use of the material and ideas developed in the “Hands-on-Remote” project.
A transferência do ensino experimental para o domínio digital permite não só melhorar a situação educacional dos estudantes (profissionais) em quaisquer condições pandémicas, mas também estabelecer uma ligação mais estreita entre o trabalho realizado em casa e o trabalho realizado na escola. Do mesmo modo, educadores de outros contextos (por exemplo, museus, centros de ciência ou laboratórios) podem estar interessados em criar os seus próprios recursos e desenvolver novas ideias com base nas bases estabelecidas neste projeto.
Este guião é disponibilizado em duas versões – digital e impressa – com o objetivo de aumentar a visibilidade do projeto e inspirar novos utilizadores a aplicar os módulos de ensino e a ideia central do projeto envolvendo o ensino a distância em contexto colaborativo. A disseminação deste guião em diferentes eventos – iniciativas de desenvolvimento profissional de professores, reuniões escolares e conferências – assegurará uma utilização a longo prazo e flexível do material e das ideias desenvolvidas no projeto “Hands-on-Remote”.
Civic engagement depends on students and their ‘motivation to participate in civic activities, their confidence in the effectiveness of their participation, and their beliefs about their own capacity to become actively involved’ (Schulz et al. 2018, p. 72). Research shows that a student’s civic engagement can be supported and encouraged by school, with the help of (1) open school climates, (2) democratic structures within schools and (3) early opportunities for active participation, the promotion of students’ civic knowledge and the predisposition to engage in civic activities in the future (Schulz et al. 2018; Pancer 2015; Roth and Barton 2004). Therefore, education represents a key element in counteracting low levels of civic engagement among young people, namely, through the promotion of democratic activism (Hodson 2014).