Linhas de investigação

A. Areas of interest

She is a member of the Centre for Research in Chemistry at the University of Porto (CIQUP), in particular, integrating the research group RG5: Education, Science Communication and Society.
Her areas of interest, mainly, are:

1. Pre- and post-graduate teacher education and the dissemination of effective pedagogical practices for science teaching and learning from the basic to higher level, with special focus on chemistry. E.g. inquiry-based science education; laboratory-based learning; context-based learning; project-based science
2. Models, processes, digital teaching-learning ecologies and modes of evaluation of technology integration in teaching and communication of science. E.g. technological-pedagogical-content-knowledge, e-learning and b learning, digital storytelling, gamification, augmented reality
3. Models and processes of dissemination, diffusion, appropriation and re mediation of scientific knowledge and citizen participation in science. E.g. evaluation of the impact of science communication initiatives and citizen science projects on attitudes, social representations, scientific skills and levels of awareness, understanding and participation.
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B. Some publications

1. Morais, C., Araújo, J. L., & Saúde, I. (2019). Awakening to chemistry through storytelling and practical activities: Middle school students interacting with pre-school children. Chemistry Education Research and Practice, 20, 302 – 315. DOI: http://dx.doi.org/10.1039/C8RP00096D
2. Teixeira, A., Morais, C., & Moreira, L. (2018). Digital infographics on marine litter: Social representations and science communication. In L. Gómez Chova, A. López Martínez, I. Candel Torres (Eds.), EDULEARN18 Proceedings – 10th annual International Conference on Education and New Learning Technologies (pp. 6772-6781). Palma de Maiorca, Espanha: IATED Acdemy. ISBN: 978-84-09-02709-5. DOI: http://dx.doi.org/10.21125/edulearn.2018.1607
3. Paiva, J. C., Morais, C., & Moreira, L. (2017). Activities with Parents on the Computer: an ecological framework. Journal of Education Technology & Society, 20 (2), 1-14. https://www.j-ets.net/ets/issuese27e.html?id=76
4. Mota, J., Morais, C., Moreira, L., & Paiva, J.C. (2017). mSciences: an affinity space for science teachers. European Journal of Contemporary Education, 2017, 6(3): 401-413. DOI: http://dx.doi.org/10.13187/ejced.2017.3.401
5. Paiva, J. C., Morais, C., Costa, L., & Pinheiro, L. (2016). The shift from “e learning” to “learning”: Invisible technology and the dropping of the “e”. British Journal of Educational Technology, 47 (2), 226–238. DOI: http://dx.doi.org/10.1111/bjet.12242.
6. Morais, C. (2015). Storytelling with chemistry and related hands-on activities: Nonformal learning experiences to prevent “chemophobia” and promote young children´s scientific literacy. Journal of Chemical Education, 92(1), 58–65. DOI: http://dx.doi.org/10.1021/ed5002416.

A. Areas of interest

He is a member of the Centre for Research in Chemistry at the University of Porto (CIQUP), in particular, coordinating the research group RG5: Education, Science Communication and Society.
His main areas of interest are:

1. Nature of science and nature of religion in a school and cultural context. E.g. teaching and learning on epistemic insight, bioethics, and philosophy and history of chemistry
2. Modes of evaluation of technology integration in education, in general, and in chemistry teaching in particular. E.g. technological-pedagogical-content-knowledge, e-learning and b-learning

B. Some publications

1. Paiva, J. C., Morais, C., & Moreira, L. (in press). If neither from evolution nor from the Bible, where does tension between science and religion come from? Insights from a survey with High School students in a Catholic society. In Berry Billingsley, Keith Chappell and Michael Reiss (Ed.) Science, Religion and Education. Springer.
2. Morais, E., Morais, C., & Paiva, J. C. (2018). The perspective of higher arts and design educators on teaching computer programming. In L.  Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI2018 Proceedings – 11th annual International Conference of Education, Research and Innovation (pp. 2043-2050). Seville: International Association of Technology, Education and Development (IATED). ISBN: 978-84-09-05948-5. DOI: http://dx.doi.org/10.21125/iceri.2018.1440
3. Paiva, J. C., Morais, C., & Moreira, L. (2017). Activities with Parents on the Computer: an ecological framework. Journal of Education Technology & Society, 20 (2), 1-14. https://www.jets.net/ets/issuese27e.html?id=76
4. Paiva, J. C., Morais, C., Costa, L., & Pinheiro, L. (2016). The shift from “e-learning” to “learning”: Invisible technology and the dropping of the “e”. British Journal of Educational Technology, 47 (2), 226–238. DOI: http://dx.doi.org/10.1111/bjet.12242.
5. Paiva, J. C., Morais, C., & Moreira, L. (2013). Specialization, chemistry and poetry: Challenging chemistry boundaries. Journal of Chemical Education, 90(12), 1577−1579. DOI: http://dx.doi.org/10.1021/ed4003089.
6. Dinis, A., Paiva, J. C. (2012). Educação, Ciência e Religião. Lisboa, Gradiva.

A. Areas of interest

He is a member of the Instituto de Física dos Materiais da Universidade do Porto (IFIMUP), in particular, coordinating the Research in Physics Education & Scientific Outreach section.
His main areas of interest are:

1. Pre- and post-graduate teacher education and the use of active pedagogical practices for science teaching and learning, from the basic to higher-level education in Physics. E.g. inquiry-based education; laboratory-based learning; video-based teaching and learning
2. Development of interactive curricular material. E.g. pedagogical computational simulations; image modelling; gamification; programming for kids
3. Inclusive education. E.g. laboratories for disabled students; signs in Physics for deaf people.
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B. Some publications

1. Ângela Maria dos Santos, Paulo Simeão Carvalho, Janeide Lima Alecrim (2019). O Ensino de Física para Jovens com Deficiência Intelectual: Uma Proposta para Facilitar a Inclusão na Escola Regular, Revista Educação Especial, 32, e19. (DOI: 10.5902/1984686X27590).
2. André Luís Parreira, Paulo Simeão Carvalho (2019). Identification of the motion of an object from a video capture with no reference frame using a mobile phone, Physics Education, 54(1), 015020.
3. Marcelo Dumas Hahn, Frederico Alan de Oliveira Cruz, Paulo Simeão Carvalho (2019). Determining the speed of sound as a function of temperature using Arduino, The Physics Teacher, 57(2), 114-115 (DOI: 10.1119/1.5088475).
4. João Marçal, Maria Manuela Borges, Paula Viana, Paulo Simeão Carvalho (2019). Strategies to help students acquire knowledge in physics through audiovisual web resources. Proceedings of INTED2019 Conference, 11th -13th March, Valencia, Espanha, 4296-4299. (ISBN: 978-84-09-08619-1).
5. Marco Adriano Dias, Deise Miranda Vianna, Paulo Simeão Carvalho (2018). A queda dos corpos para além do que se vê: contribuições das Imagens Estroboscópicas e da Videoanálise para a Alfabetização Científica, Ensaio-Pesquisa em Educação em Ciências, 20:e2947 (DOI: http://dx.doi.org/10.1590/1983-211720182001021).
6. Marco Adriano Dias, Paulo Simeão Carvalho, Daniel Rodrigues Ventura, Marcelo José Rodrigues, Gabriela Gomes Fernandes, Marcos Binderly Gaspar (2018). The behaviour of the centre of mass in a ballerina while performing a Grand Jeté, Physics Education, 53(2), 025009.