Table of Contents
Table of Contents
Preface
Chapter 1. Researching Science Teaching Practices in the Classroom over Two Decades: What Matters?
J. Bernardino Lopes (School of Sciences and Technology, Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal, and others)
Chapter 2. Formative Situation as a Tool to Plan Teaching
Cristina Marques (Department of Chemistry, University of Trás-os-Montes e Alto Douro,Vila Real, Portugal)
Chapter 3. Planning Teacher Mediation in Science and Technology Lessons
José Paulo Cravino (Department of Physics, Universidade de Trás-os-Montes, Vila Real, Portugal, and others)
Chapter 4. Training Teachers How to Plan for Teaching Science and Technology
Alexandre Pinto and Domingos Kimpolo Nzau (Department of Mathematics, Science and Technology – School of Education, Polytechnic Institute of Porto, Porto, Portugal, and others)
Chapter 5. Articulating Research and Teaching Practices in a Postgraduate Course
Eliane de Souza Cruz (Department of Exact and Earth Sciences, Federal University of São Paulo, São Paulo, Brazil)
Chapter 6. Teacher Mediation for Productive Engagement of Students in Experimental Activities</a></p>
Ana Edite Cunha (Escola Secundária S. Pedro, Vila Real, Portugal)
Chapter 7. The Role of Teacher Decisions in the Classroom to Develop Students’ Epistemic Activity
Carla Aguiar Santos (Universidade de Trás-os-montes e alto Douro, Vila Real, Portugal, and others)
Chapter 8. Semiotic Registers in Chemistry Lessons
Carolina José Maria (Faculty of Engineering, Architecture and Urbanism, Methodist University of Piracicaba, Piracicaba, São Paulo, Brazil)
Chapter 9. Students’ Conceptual Development Based on a Didactic Approach Used by Teachers under a Professional Development Program
Domingos Kimpolo Nzau (Department of Teaching and Research of Exact Sciences, Institute of Education Sciences (ISCED), Uíge, Angola)
Chapter 10. Integrating the Transversal Theme of Water- Energy in Initial Teacher Training
António Barbot (Department of Mathematics, Science and Technology – School of Education, Polytechnic Institute of Porto, Porto, Portugal, and others)
Chapter 11. The Development of Competences in Engineering Students
Clara Viegas (Physics Department, Polytechnic of Porto – School of Engineering, Porto, Portugal, and others)
Chapter 12. The Role of Tasks in Science and Technology Lessons
Ana Edite Cunha (Escola Secundária S. Pedro, Vila Real, Portugal)
Chapter 13. Visual Representations in the Classroom When Teaching Physical Sciences
Elisa Saraiva (School of Sciences and Technology, University of Trás-os-Montes e Alto Douro, Vila Real, Portugal)
Chapter 14. Self-Directed Professional Development to Improve Effective Science Teaching
J. Bernardino Lopes (School of Sciences and Technology, Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal, and others)
Chapter 15. How to Design and Implement Experimental Work
Cristina Marques (School of Sciences and Technology, Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal)
Chapter 16. Students’ Assessment in Teaching Science and Technology
Clara Viegas (Physics Department, Polytechnic of Porto – School of Engineering, Porto, Portugal, and others)
Chapter 17. Teacher Reflection in the Postgraduate Training of Science Teachers
Eliane de Souza Cruz (Department of Exact and Earth Sciences, Federal University of São Paulo, São Paulo, Brazil)
Chapter 18. Problems and Questions: Elucidation and Relevance for Research and Teaching
António Barbot (Department of Mathematics, Science and Technology – School of Education, Polytechnic Institute of Porto, Porto, Portugal, and others)
Chapter 19. From the Lived Experiences of an Initial Teacher Training Program to Professional Practice: The Possibilities and Limitations in View of Scientific Literacy Development
Alexandre Pinto (Department of Mathematics, Science and Technology – School of Education, Polytechnic Institute of Porto, Porto, Portugal, and others)
Chapter 20. The Role of Tools to Aid Teacher Mediation in Teacher Professional Development
M. Júlia Branco (Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal)
Chapter 21. What Drives University Physics Teachers to Try to Improve Their Teaching
José Paulo Cravino (Department of Physics, Universidade de Trás-os-Montes, Vila Real, Portugal, and others)
Glossary
About the Editors
Index