Browsing by Issue Date, starting with "2025-07"
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- The involuntary circular economy of (Nano) PlasticsPublication . Piçarra, Susana; Silva, H. F.; Araújo, L.; Coelho, J.; Oliveira, C.; Silva, N.; Matos, M.; Barreiros, A. M.
- A autonomia das crianças em contextos de educação de infância: o papel do educadorPublication . Matos, Ana Catarina Ribeiro; Figueira, SofiaO presente projeto de investigação apresenta um estudo realizado em dois contextos, creche e jardim de infância. O principal objetivo foi compreender a seguinte temática: a autonomia das crianças em contextos de educação de infância, com foco no papel do educador de infância, tendo como questão de investigação “Como o educador pode promover a autonomia da criança em creche e jardim de infância?”. Pretendeu-se, concretamente, perceber em que consiste a autonomia e de que forma o educador a pode promover, isto é, como pode apoiar e facilitar a aquisição desta competência. A abordagem adotada foi a investigação qualitativa, seguindo a metodologia da investigação-ação. Como procedimentos de recolha e tratamento de informação, recorri à observação, às notas de campo, ao registo fotográfico, à análise documental, ao inquérito por questionário, à análise de conteúdo e às conversas em grupo com as crianças. Realizei ainda três intervenções planeadas e uma observação, todas relacionadas com o tema, que com a investigação teórica e as respostas das educadoras, permitiram responder à questão de investigação. Com a redação do relatório consegui perceber que a autonomia é uma competência essencial para o desenvolvimento global da criança, sendo o papel do educador fundamental na sua promoção. Cabe ao educador proporcionar experiências significativas e organizar o espaço, os materiais e as rotinas de forma a permitir que a criança atue de forma autónoma no seu dia a dia.
- Organização do espaço como promotor das interações em educação de infânciaPublication . Alcântara, Cíntia Daniela Gonçalves; Figueira, SofiaO presente projeto de investigação, desenvolvido no âmbito do Mestrado em Educação Pré-escolar, tem como principal objetivo compreender de que forma a organização do espaço pode promover interações em contextos de infância. A questão de partida que orienta este estudo é: “Como organizar o espaço de forma a potenciar interações entre pares, em creche e jardim de infância?” O estudo insere-se numa metodologia de investigação qualitativa, e de investigação-ação, desenvolvido nos contextos de creche e jardim de infância. Durante o processo, foram utilizados vários procedimentos de recolha de informação, tais como a observação e as notas de campo, a análise documental, os registos fotográficos e o inquérito por questionário. Posterioamente, os dados foram analisados através da técnica de análise de contéudo. A reflexão das intervenções realizadas permitiu perceber como a organização do espaço influencia diretamente as interações entre pares, destacando a importância de um espaço bem organizado, que permita a exploração e a interação. Foi possível compreender que, ao responder às necessidades e interesses das crianças, a organização do espaço facilita interações sociais espontâneas e contribui para o seu desenvolvimento e aprendizagem. Este estudo evidenciou ainda o papel fundamental do educador de infância enquanto gestor do ambiente educativo, sendo essencial que o educador planeie e organize o espaço de forma intencional, criando condições que favoreçam as interações e o desenvolvimento social das crianças.
- Fazer e aprender: a metodologia de trabalho de projeto e a pesquisa de informaçãoPublication . Jaime, Ana Catarina Costa; Veiga, Mariana; Almeida, FernandoEste estudo concretizou-se numa escola de Setúbal numa turma do 4.º ano, em função do interesse em se aprofundar o estudo e a prática da Metodologia de Trabalho de Projeto como uma metodologia ativa e como fator de promoção das aprendizagens dos alunos pela sua ação. O trabalho de projeto desenvolvido com os alunos tinha como propósito a aquisição de conhecimentos sobre os Astros, que posteriormente foram expostos num cartaz. Com estes objetivos promoveu-se o desenvolvimento de competências de pesquisa, seleção e organização de informação e de produção textual para a elaboração de um cartaz para divulgação dos resultados do projeto.A metodologia adotada enquadrou-se numa “Investigação sobre a Prática” em que o investigador foi participante, adotando-se um método indutivo e qualitativo para a recolha e análise dos dados. As técnicas de investigação adotadas basearam-se na observação participação, no inquérito por entrevista e na pesquisa documental. Os principais resultados obtidos revelaram que no decurso do projeto os alunos desenvolveram competências de pesquisa, seleção e organização da informação e de produção textual. Concluiu-se que a metodologia do trabalho de projeto promove o desenvolvimento dessas competências, implicando que o professor dê a conhecer as técnicas de recolha e tratamento de informação e as características do género textual trabalhado. A sua prática pelos alunos no desenvolvimento do seu projeto é condição para essas aprendizagens.
- Emerging trends in engineering education: adapting to a changing world: book of abstracts of the 6th international conference of the Portuguese Society for Engineering EducationPublication . Silva, André; Williams, Bill; Delgado, Catarina; Torre, Luísa; Justino, Marta; Piteira, Martinha; Neto, Pedro; Rafael, Silviano; Piçarra, Susana
- 1º Seminário Internacional de Ciência da Implementação e Enfermagem: Livro de resumosPublication . Poeira, Ana Filipa; Ferreira, Bruno; Amaral, Guida; Franco, Hugo; Nunes, Lucília
- The Hague NATO Summit 2025Publication . Nunes, Isabel Ferreira; Daehnhardt, Patrícia; Seabra, Pedro; Rizzi, Alberto; Csernatoni, Raluca; Eugénio, António; Instituto da Defesa Nacional
- Blended intensive programs in higher education: an opportunity to engage students, improve knowledge and skillsPublication . Alves Lopes, AntónioIntroduction: Blended Intensive Programmes (BIPs) are innovative, short-term educational initiatives under the Erasmus+ framework, combining physical mobility with virtual learning components. These programmes are designed to promoteinterdisciplinary learning and introduce innovative teaching methods, making them accessible to students and staff across various academic fields and study cycles. They provide valuable mobility opportunities, particularly beneficial for students unable to commit to traditional long-term exchanges such as semester or year-long programmes. BIPs promote transnational and transdisciplinary collaboration, often focusing on global challenges and emergent topics, aligned with the United Nations’ Sustainable Development Goals. This study investigates the self-reported impacts on students participating in five BIPs conducted over three years. Methodology: Several higher education institutions from different European countries collaboratively organised five BIPs involving a total of 156 students and more than 50 teachers and facilitators. Typically, each BIP spanned approximately two months, consisting of at least two online sessions complemented by one intensive in-person week, awarding students three ECT credits upon completion. Programme topics included Global Health and Social Challenges, Digital Health and Emerging Technologies in Healthcare, Artificial Intelligence (AI) and its Applications in Learning, Research, and Clinical Practice, and Respiratory Physiotherapy for Chronic Obstructive Pulmonary Disease (COPD) patients. Student feedback regarding their experiences, perceived impacts on knowledge and future professional roles, and the overall quality of the programmes were collected via an online questionnaire featuring Likert-scale and open-ended questions. Results: From the 156 student participants, 111 completed the survey. Responses indicated predominantly positive feedback, with participants acknowledging substantial contributions to their knowledge enhancement and professional development. A majority selected "Agree" or "Strongly Agree" regarding these aspects, with fewer participants remaining neutral or expressing disagreement. Lectures and interactive activities were particularly appreciated for promoting knowledge acquisition and skill development, described as informative and beneficial by most respondents. Educators received favourable feedback for their supportive roles during lectures and practical sessions. Overall programme quality was highly rated, with most participants indicating ratings of "Good" or "Very Good." Furthermore, a substantial majority of respondents would recommend the BIPs to peers, reflecting the perceived success and positive impact of these programmes. Conclusions: The study could suggest that these kinds of programs enhance students' knowledge, skills, and professional competencies while fostering engagement and interdisciplinary collaboration. The positive feedback highlights the importance of combining online and in-person learning experiences, suggesting that BIPs could represent a valuable alternative to traditional mobility programmes. Their alignment with global challenges and sustainability further emphasises their potential as an innovative educational tool within higher education institutions. The findings may support the implementation and expansion of such programmes, recommending their broader integration into curricular activities across Europe.
- Blended intensive program for enhancing knowledge and skills towards the use of artificial intelligence by physiotherapy studentsPublication . Alves Lopes, António; Chana Valero, P.; Alessie, J.; Tavakoli, A.; Dvoracek. M.; Lastovicka. O.; Klein, T.; Schneider, D.; Lehtiniemi, O.; Garcia-Muro San José, F.; Saris, R.; Grüneberg, C.; Arntz, A.; Teztlaff, M.; Rowe, M.Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These programs enable students from Higher Education Institutions (HEI) to engage in interdisciplinary learning. This study explores the self-reported impact of a BIP focused on Artificial Intelligence (AI) and its applications in self-productivity, education, research, and clinical practice. The programme aimed to provide students with opportunities to experience how AI can improve workflow efficiency and communication, support learning, facilitate research, and contribute to clinical practice. Methodology: A consortium of nine institutions across seven countries organised a BIP from January 27 to February 21, 2025. The programme involved 15 teachers and 30 students, including two online sessions and an in-person week. The program covered the concept, history, and trends of Artificial Intelligence (AI), along with its applications in learning, research, and clinical practice. Topics include AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion. The programme also addressed opportunities, challenges, and ethical considerations in physiotherapy education and practice. Student feedback on their experiences and learning outcomes was collected through an online questionnaire with a Likert scale and open-ended questions. Results: Out of 30 participants, 28 responded to the survey. The majority reported an increased understanding of Artificial Intelligence (AI) and its ethical considerations. Many found the programme beneficial in developing their knowledge and skills in applying AI to personal productivity, learning, research, and clinical practice. Topics such as AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion were positively received. Regarding programme structure and support, most respondents felt well-informed about its organisation and content. Access to relevant documents was generally well-rated, and teacher support during lectures, workshops, and student presentations was viewed positively. In terms of overall quality, 23 participants rated the programme as Very Good, and 4 as Good. Additionally, 24 respondents Strongly Agreed that they would recommend the programme to other students, 3 Agreed. Conclusions: The survey data suggests that the BIP may have contributed to students’ overall understanding of Artificial Intelligence and its applications in learning, research, and clinical practice. The programme structure, combining online sessions with in-person activities, received generally positive feedback. Participants highlighted the relevance of AI in various contexts, particularly in productivity, education, and professional development. The findings indicate the potential benefits of incorporating BIPs into healthcare education to foster interdisciplinary collaboration and innovation in AI. However, the study’s limitations, including the small sample size and reliance on self-reported data, should be considered when interpreting the results. Future research could explore the long-term impact of such programmes on students’ professional paths and contributions to AI-driven initiatives. Studies with larger sample sizes and objective learning outcome assessments could provide a more comprehensive evaluation of BIPs in education and inform their further development.
- Blended intensive programmes in higher education: an opportunity to engage students, improve knowledge and skillsPublication . Alves Lopes, AntónioIntroduction: Blended Intensive Programmes (BIPs) are innovative, short-term educational initiatives under the Erasmus+ framework, combining physical mobility with virtual learning components. These programmes are designed to promote interdisciplinary learning and introduce innovative teaching methods, making them accessible to students and staff across various academic fields and study cycles. They provide valuable mobility opportunities, particularly beneficial for students unable to commit to traditional long-term exchanges such as semester or year-long programmes. BIPs promote transnational and transdisciplinary collaboration, often focusing on global challenges and emergent topics, aligned with the United Nations’ Sustainable Development Goals. This study investigates the self-reported impacts on students participating in five BIPs conducted over three years. Methodology: Several higher education institutions from different European countries collaboratively organised five BIPs involving a total of 156 students and more than 50 teachers and facilitators. Typically, each BIP spanned approximately two months, consisting of at least two online sessions complemented by one intensive in-person week, awarding students three ECT credits upon completion. Programme topics included Global Health and Social Challenges, Digital Health and Emerging Technologies in Healthcare, Artificial Intelligence (AI) and its Applications in Learning, Research, and Clinical Practice, and Respiratory Physiotherapy for Chronic Obstructive Pulmonary Disease (COPD) patients. Student feedback regarding their experiences, perceived impacts on knowledge and future professional roles, and the overall quality of the programmes were collected via an online questionnaire featuring Likert-scale and open-ended questions. Results: From the 156 student participants, 111 completed the survey. Responses indicated predominantly positive feedback, with participants acknowledging substantial contributions to their knowledge enhancement and professional development. A majority selected "Agree" or "Strongly Agree" regarding these aspects, with fewer participants remaining neutral or expressing disagreement. Lectures and interactive activities were particularly appreciated for promoting knowledge acquisition and skill development, described as informative and beneficial by most respondents. Educators received favourable feedback for their supportive roles during lectures and practical sessions. Overall programme quality was highly rated, with most participants indicating ratings of "Good" or "Very Good." Furthermore, a substantial majority of respondents would recommend the BIPs to peers, reflecting the perceived success and positive impact of these programmes. Conclusions: The study could suggest that these kinds of programs enhance students' knowledge, skills, and professional competencies while fostering engagement and interdisciplinary collaboration. The positive feedback highlights the importance of combining online and in-person learning experiences, suggesting that BIPs could represent a valuable alternative to traditional mobility programmes. Their alignment with global challenges and sustainability further emphasises their potential as an innovative educational tool within higher education institutions. The findings may support the implementation and expansion of such programmes, recommending their broader integration into curricular activities across Europe.