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Comunicação efetuada no II Encontro Supervisão e Avaliação na Vida das Escolas e V International Seminar on Science Education, evento promovido pela Associação Portuguesa de Educação em Ciências (APEduC) e pela Escola Superior de Educação do Instituto Politécnico de Castelo Branco, nos dias 16 e 17 de setembro de 2022., No início de 2020, a pandemia COVID-19 atingiu o mundo e, de repente, as pessoas tive-ram que mudar a sua forma de viver, de se relacionar e de trabalhar. O confinamento impediu o funcionamento das escolas, mas logo se percebeu que as aulas não podiam parar, sobretudo pelo bem da saúde mental dos alunos. Isso representou um desafio pa-ra os professores: forçou-os a envolverem-se no ensino a distância, algo novo, que nem os próprios professores nem os alunos estavam acostumados a fazer. O desafio era ainda maior no caso das disciplinas escolares com componente prática, laboratorial ou de campo, já que não era mais possível os alunos realizarem atividades no laboratório ou ter aulas fora da escola. Este estudo analisa o modo como os professores de ciências en-frentaram este desafio, como avaliam as alternativas às atividades de campo e de labo-ratório utilizadas e como veem o ensino de ciências na era pós-pandemia, em relação a essa questão. Um questionário online, direcionado aos professores de ciências, foi envi-ado às escolas com 2º ciclo, 3º ciclo e secundário e 389 professores de ciências, dos refe-ridos níveis de ensino, responderam ao mesmo. Os dados recolhidos no final do ano leti-vo 2020/21 mostram que a maioria dos participantes no estudo procurou alternativas para os tipos de atividades em causa, bem como formação, e utilizou uma diversidade de ferramentas digitais como alternativa ao campo e ao laboratório. Apesar de alguns pro-fessores reconhecerem vantagens educacionais nas alternativas digitais, a maioria dos participantes no estudo apontou limitações educacionais significativas no uso das mes-mas. Consequentemente, a maioria dos professores não está disposta a continuar a utili-zar alternativas digitais ao campo e ao laboratório após a pandemia. No entanto, algu-mas dessas alternativas podem ser úteis no futuro, à medida que se tornam mais realis-tas na sequência dos avanços tecnológicos., At the beginning of 2020, the COVID-19 pandemic hit the world and, suddenly, people had to change their way of living, relating to each other, and working. Lockdown pre-vented the schools from functioning, but it was soon realized that the classes could not stop, above all for the sake of students' mental health. This posed a challenge to teach-ers: it forced them to get involved in distance learning, something new, which neither teachers themselves nor students were used to do. The challenge was even greater in the case of school subjects with a practical, laboratory or field-based component, as it was no longer possible for students to do hands-on activities or take classes outside of school. This study analyses how science teachers faced the aforementioned challenge, how they evaluate the alternatives to field and laboratory activities used and how they see science teaching in the post-pandemic era with regard to this issue. An online ques-tionnaire targeted to science teachers was sent to schools and 389 science teachers re-plied to it. These include 2nd cycle Natural Sciences, and 3rd cycle and secondary school Biology and Geology and Physics and Chemistry teachers. Data collected by the end of the academic year of 2020/21 show that the majority of participants in the study looked for alternatives as well for training and used a diversity of digital tools as alternatives to field and laboratory activities. Even though some teachers recognized a few educational advantages to the digital alternatives, the majority of them pointed out meaningful edu-cational limitations to digital activities. Consequently, most of them are not willing to keep on using digital lab and field activities after the pandemic. However, some of those alternatives may be useful in the future, as technological advances make them become more realistic., Trabalho financiado pelo CIEd-Centro de Investigação em Educação, Instituto de Educação, Universidade do Minho, projetos UIDB/01661/2020 e UIDP/01661/2020, através de fundos nacionais da FCT/MCTES-PT.

This article is an attempt to show that political parties in Cameroon have a lot of work to do in order to revamp their profile. This work should be rigorously and efficiently done in terms of accountability, leadership, field activities, training/education, democratic practices, social issues, infrastructure, fundraising activities, party cohesion and unity, the evaluation of results and activities, the situation of vulnerable groups as well as pre-electoral /electoral/ post-electoral activities. Furthermore, substantial work should also be done in order to come up with a legal instrument which grants the head of the opposition a well-defined status. In order to improve the situation of Cameroon’s political parties as concerns the twelve points mentioned above, and as regards other issues, the following should be taken very seriously: The need for political parties to always resort to experts in political issues whenever the need to do so arises; The need for opposition parties to always unite their forces whenever the need arises; The need for the ruling party and opposition parties to always concert so as to resolve their common problems; The need to drastically reduce the number of political parties in Cameroon; The need to seriously rationalize political party activities so as to combat popular, true and negative perceptions about political parties; The need for all electoral stakeholders to offer fair electoral chances of success to all political parties by taking claims on electoral irregularities very seriously and by endeavouring to overcome them; The need for political parties to work with successful foreign political parties and learn from their experience; Etc.

En este artículo se presentan los resultados de un trabajo que tuvo como objetivo analizar las actitudes de los alumnos respecto el interés por los fósiles y la conservación de los yacimientos paleontológicos, describiéndose el cambio que sufrieron estas actitudes después de un programa didáctico centrado en su estudio. A partir de los resultados obtenidos, se propone una estrategia para la conservación de estos yacimientos. This paper presents the results of a work focused on the analysis of the students attitude towards fossils and paleontological sites. We describe the change in attitude after implementation of a didactic program. From the gained knowledge, a strategy for paleontological sites conservation is proposed.

En este trabajo se describen y analizan diversas actividades de divulgación de la Geología realizadas en la provincia de León (España) entre los años 2017 y 2019. Para su exposición, se agrupan en tres categorías que tienen en cuenta tanto su periodicidad como el tipo de entidades patrocinadoras. Se da a conocer la herramienta de difusión Canal GEO, que ha ayudado a incrementar el número de asistentes. Estas actividades han permitido reconocer tres estrategias que favorecen la persistencia de aspectos geológicos en el imaginario colectivo de los asistentes, así como la integración de la divulgación geológica en el turismo cultural y de naturaleza. Estas estrategias son: 1) el uso del patrimonio geológico como recurso, 2) la integración de los aspectos geológicos en contextos culturales y naturales más amplios, y 3) el establecimiento de sinergias con entidades que trabajan temas usualmente alejados de la Geología pero que tienen gran arraigo en territorios con alta geodiversidad This paper describes and analyzes several activities to disseminate geology carried out in the province of León (Spain) between 2017 and 2019. For their presentation, they are grouped in three categories that take into account both their periodicity and the type of sponsoring entities. The diffusion tool Canal GEO is presented, which has helped to increase the number of attendees. These activities have allowed the recognition of three strategies that favour the persistence of geological aspects in the collective imagination of the attendees as well as the integration of geological dissemination in cultural and nature tourism. These strategies are: 1) the use of geological heritage as a resource, 2) the integration of any geological feature in wider cultural and natural contexts, and 3) the stablishment of synergies with entities that usually work on issues far from geology but are deeply rooted in territories with high geodiversity

En este trabajo se describen y analizan diversas actividades de divulgación de la Geología realizadas en la provincia de León (España) entre los años 2017 y 2019. Para su exposición, se agrupan en tres categorías que tienen en cuenta tanto su periodicidad como el tipo de entidades patrocinadoras. Se da a conocer la herramienta de difusión Canal GEO, que ha ayudado a incrementar el número de asistentes. Estas actividades han permitido reconocer tres estrategias que favorecen la persistencia de aspectos geológicos en el imaginario colectivo de los asistentes, así como la integración de la divulgación geológica en el turismo cultural y de naturaleza. Estas estrategias son: 1) el uso del patrimonio geológico como recurso, 2) la integración de los aspectos geológicos en contextos culturales y naturales más amplios, y 3) el establecimiento de sinergias con entidades que trabajan temas usualmente alejados de la Geología pero que tienen gran arraigo en territorios con alta geodiversidad, This paper describes and analyzes several activities to disseminate geology carried out in the province of León (Spain) between 2017 and 2019. For their presentation, they are grouped in three categories that take into account both their periodicity and the type of sponsoring entities. The diffusion tool Canal GEO is presented, which has helped to increase the number of attendees. These activities have allowed the recognition of three strategies that favour the persistence of geological aspects in the collective imagination of the attendees as well as the integration of geological dissemination in cultural and nature tourism. These strategies are: 1) the use of geological heritage as a resource, 2) the integration of any geological feature in wider cultural and natural contexts, and 3) the stablishment of synergies with entities that usually work on issues far from geology but are deeply rooted in territories with high geodiversity

La Geoyincana Alicante es una actividad que se realiza anualmente desde el año 2012 en la que han participado casi 10.000 estudiantes de 4º de la ESO y 1º de Bachillerato. Se desarrolla en un itinerario de algo más de 2 km en el que se alternan paradas con explicaciones directas y pruebas de destreza e ingenio al aire libre. En este trabajo se analizan las siete actividades en las que el aprendizaje se basa en juegos: la carrera del Tiempo Geológico, superposición estratigráfica humana, pictionary geológico, en busca de fósiles, geoselfi geomorfológico, geomimic e historia geológica: el enigma final. La actividad alcanza cada año su objetivo principal que es acercar la Geología a estudiantes y profesorado de una forma atractiva, utilizando las actividades de campo como recurso principal. La evaluación realizada al alumnado y profesorado muestra la valoración positiva de las pruebas basadas en juegos y su idoneidad para comprender mejor los conceptos de geología. A pesar de su carácter extracurricular, la actividad favorece la consecución de objetivos del currículo oficial, ya que favorece la participación activa, el trabajo en equipo, el conocimiento sobre la geología local, la motivación por la ciencia y, en general, el interés por el estudio de la Geología. The Geogymkhana-Alicante is a game-based learning activity carried out annually since 2012. During these years around 10,000 students of secondary school (fourth year of the Compulsory Secondary Education and the first year of Bachillerato) have attended Geogymkhana-Alicante. It consists of a 2 km-long walking trip that combines direct explanations and outdoor skill and ingenuity games. In this paper, we analyse seven of the game-based learning activities of Geogymkhana-Alicante: the geological time race, the human stratigraphic superposition, geological Pictionary, find fossils, the geomorphological geoselfie, geomimic, and geological history: Final Enigma. Each year, these games achieved their main goal: to bring geology to students and teachers in an attractive way using field activities as main resource. We performed a quantitative survey to students and teachers. This survey showed a positive approval of the game-based learning field activities, and their suitability to better understand geological concepts. Despite its extracurricular nature, the activity helps to achieve several objectives of the official curriculum, as it favours the understanding of geological concepts, the knowledge of local geology, teamwork, active participation, and motivation for Geology and Science in a broad way.

The work describes the adjustments made to the management of a laboratory in the presence of students, i.e., a Zoology Laboratory, in times of pandemic. We discuss the guidelines for students, which are rules designed to avoid the spread of the virus by respecting the provisions of law. The provisions include social distancing, masks, sanitation and ventilation of the environments. Students are also required to declare their state of health to access the university laboratories. For the use of the laboratory microscope in class, a new task for the teacher was to photograph and archive all the zoological preparations that were shown to students. This hindered close contact among students who observe the zoological preparations, and between students and the teacher who gave explanations in class. For outdoor activities, an equally complex organization was required, both to bring the students to the place of the outdoor activities as well to organize contacts necessary for an active involvement of outside institutions, (Foci of the Isonzo Regional Reserve, Miramare Marine Reserve, Museum of Natural History of Trieste) in order to organize group visits on their re-opening after the lockdown. Nel contributo vengono presentati gli adeguamenti necessari, apportati alla gestione di un insegnamento di laboratorio impartito all’Università di Trieste - si tratta del Laboratorio di Zoologia per il Corso di Laurea in Scienze e Tecnologie per l’Ambiente e la Natura (STAN) - in tempo di pandemia. Si illustrano le linee guida per la fruizione del corso da parte degli studenti, le regole di comportamento atte a evitare la diffusione del virus nel rispetto delle norme di legge vigenti e si parla inoltre del distanziamento sociale, delle mascherine, nonché dell’igienizzazione e dell’areazione degli ambienti. Si evidenzia, inoltre, l’obbligo da parte degli studenti di dichiarare il proprio stato di salute per poter accedere alle aule dell’Ateneo. Per quanto riguarda il nuovo lavoro da espletare da parte del docente, esso è consistito, per la parte dedicata al laboratorio di microscopia da svolgere in aula, nel fotografare e archiviare tutti i preparati zoologici da far visionare agli studenti, in modo da evitare contatti ravvicinati per l’erogazione di singole spiegazioni durante l’osservazione degli stessi. Per la parte di campagna è stata necessaria una progettazione altrettanto complessa sia per organizzare gli spostamenti nei luoghi dell’attività, sia per intraprendere i contatti necessari per un fruttuoso coinvolgimento attivo di enti extra-universitari (Riserva regionale Foci dell’Isonzo, Riserva Marina di Miramare, Museo di Storia naturale di Trieste) per lungo tempo chiusi, al fine di poter organizzare visite di gruppo non ancora previste nella fase di post lockdown.

La Geoyincana Alicante es una actividad que se realiza anualmente desde el año 2012 en la que han participado casi 10.000 estudiantes de 4º de la ESO y 1º de Bachillerato. Se desarrolla en un itinerario de algo más de 2 km en el que se alternan paradas con explicaciones directas y pruebas de destreza e ingenio al aire libre. En este trabajo se analizan las siete actividades en las que el aprendizaje se basa en juegos: la carrera del Tiempo Geológico, superposición estratigráfica humana, pictionary geológico, en busca de fósiles, geoselfi geomorfológico, geomimic e historia geológica: el enigma final. La actividad alcanza cada año su objetivo principal que es acercar la Geología a estudiantes y profesorado de una forma atractiva, utilizando las actividades de campo como recurso principal. La evaluación realizada al alumnado y profesorado muestra la valoración positiva de las pruebas basadas en juegos y su idoneidad para comprender mejor los conceptos de geología. A pesar de su carácter extracurricular, la actividad favorece la consecución de objetivos del currículo oficial, ya que favorece la participación activa, el trabajo en equipo, el conocimiento sobre la geología local, la motivación por la ciencia y, en general, el interés por el estudio de la Geología. The Geogymkhana-Alicante is a game-based learning activity carried out annually since 2012. During these years around 10,000 students of secondary school (fourth year of the Compulsory Secondary Education and the first year of Bachillerato) have attended Geogymkhana-Alicante. It consists of a 2 km-long walking trip that combines direct explanations and outdoor skill and ingenuity games. In this paper, we analyse seven of the game-based learning activities of Geogymkhana-Alicante: the geological time race, the human stratigraphic superposition, geological Pictionary, find fossils, the geomorphological geoselfie, geomimic, and geological history: Final Enigma. Each year, these games achieved their main goal: to bring geology to students and teachers in an attractive way using field activities as main resource. We performed a quantitative survey to students and teachers. This survey showed a positive approval of the game-based learning field activities, and their suitability to better understand geological concepts. Despite its extracurricular nature, the activity helps to achieve several objectives of the official curriculum, as it favours the understanding of geological concepts, the knowledge of local geology, teamwork, active participation, and motivation for Geology and Science in a broad way.

On the 5th of May and the 20th of June 2017, the NRDI GeoEcoMar received the visit of students of two elementary schools from Constanţa (“Ciprian Porumbescu” and “Mihail Koiciu”), which dedicated a day of “The school differently” week to awareness-raising and educational activities on marine protected areas. “The school differently” is part of a program developed within the Romanian Program of Education, in 2011. Under the supervision of biologists from NRDI GeoEcoMar, in collaboration with the PhD students from Belgium involved in the PRIDE project, a series of interactive and proactive activities were accomplished, aiming at foster a sense of community and environmental responsibility to the young generation. In total, 30 students of 5th grade, with ages between 11 and 12 years were involved. The children from “Ciprian Porumbescu” School learned how to identify species belonging to the Ponto-Caspian relicts, recognize and understand the negative impact of the invasive species on the Black Sea biodiversity. The children from Mihail Koiciu School, who visited the R/V Mare Nigrum (in custody of the NRDI GeoEcoMar) guided by the ship’s commander and biologists from GeoEcoMar, explored the complicated but interesting domain of marine science, helped by explanations and demonstrations on research work in biology and geochemistry. The feedback received from the children, assessed by help of questionnaires specially conceived for the targeted category of age and activities carried out, is presented in the paper. Judging after children’s reactions and responses to questionnaires, it makes sense to affirm that the activities achieved their scope and these methods of education and awareness are positively perceived by the children from elementary schools., {"references":["Borbe L., Borş O.M., Chendea C., Kovacs M. (2016). Şcoala altfel, ghid de implementare. Ministerul Educaţiei Naţionale şi Cercetării Ştiinţifice, 64 p.","Cigliano, J. A., Meyer, R., Heidi, Ballard, L., Freitag, A., Phillipse, T., B., Wasserf, A. (2015). Making marine and coastal citizen science matter. Ocean & Coastal Management, 115, 77-87 https://doi. org/10.1016/j.ocecoaman","Hartley, B., L., Thompson, R., C., Pahl, S. (2015). Marine litter education boosts children's understanding and self-reported actions. Mar. Pollut. Bull., 90 (1-2), 209-217","Kudryavtsev, A., Stedman, R.C., Krasny, M.E. (2012). Sense of Place in Environmental Education. Environmental Education Research, 18 (2), 229-250","Otto, S., Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change, 47, 88-94","Pitoska, E., Lazarides, T. (2013). Environmental Education Centers and Local Communities: A Case Study. 6th International Conference on Information and Communication Technologies in Agriculture, Food and Environment (HAICTA 2013). Procedia Technology, 8, 215-221","Santos C., R., Grili, N., M., Ghilardi-Lopez N., P., Turra, A. (2017). A collaborative work process for the development of coastal environmental education activities in a public school in São Sebastião (São Paulo State, Brazil). Ocean & Coastal Management.","Zorrilla-Pujana, J., Rossi, S. (2014). Integrating environmental education in marine protected areas management in Colombia. Ocean & Coastal Management, 93, 67 -75","Zorrilla-Pujana, J., Rossi, S. (2016). Environmental education indicators system for protected areas management. Ecological Indicators, 67, 146–155","Wells, N., W., Lekies, K., S. (2006). Nature and the life course: pathways from childhood nature experiences to adult environmentalism. Children, Youth and Environments, 16 (1), 1–24.","GESAMP (2001). A sea of troubles. IMO/FAO/UNESCO-IOC/WMO/IAEA/ UN/UNEP Joint Group of Experts on the Scientific Aspects of Marine Environmental Protection, 70, 35 p.","NMRDI Grigore Antipa (2016). Report, Archive of National Environmental Protection Agency Constanţa. www.anpm.ro/web/epa-Constanţa/annualreports1/asset_publisher/zx0kZaWCbn-WT/content/report-the-state-of-the-environment","Methodology for organizing the National Program \"The scool differently\". Annex to O.M.E.N.C.Ş. nr. 5034/29.08.2016, 1-8","UNESCO (2015). Rethinking Education. Towards a global common good? http://unesdoc.unesco.org/images/0023/002325/232555e. pdf","http://litoral.marenostrum.ro","www.oceanic.ro","www.pontocaspian.eu","www.pride.com"]}

Nel contributo vengono illustrate l’anatomia, il ciclo di vita, la classificazione nonché le tecniche di cattura e di preparazione degli insetti. Successivamente si propone un percorso formativo di carattere prevalentemente laboratoriale dedicato alla scoperta del mondo degli insetti, tale peraltro da consentire lo sviluppo più generale di competenze biologiche di base. In this work anatomy, life cycle, tassonomy, capture techniques and preparation of insects are first presented. Then an educational training of laboratorial type on the discovery of the insects world are proposed. This experience allows us to develop general biological knowledge.

El presente trabajo tiene com propósito la formulación de una metodología de gestión de proyectos del área de supervisión de actividades de campo de una empresa de telecomunicaciones, tomando los lineamientos para la gestión de proyecto PMI. Esta metodología está pensada para implementarse en cualquier empresa de telecomunicaciones, como una solución a las dificultades presentadas en la supervisión de actividades de campo, las cuales requieren grandes despliegues logísticos y técnicos para verificar que las instalaciones realizadas cumplan los estándares de calidad requeridos. This paper aims to formulate a project management methodology the area of supervision of field activities of a telecommunications company, taking the guidelines for project management PMI. This methodology is intended to be implemented in any telecommunications company, as a solution to the difficulties presented in the supervision of field activities, which require major logistical and technical deployments to verify that the installations meet the required quality standards.

Devido à elevada dimensão espacial e temporal da maior parte dos fenómenos geológicos, não é possível reproduzir no laboratório os fenómenos a estudar, pelo que, se o professor de Geologia pretender colocar os alunos em contato com esses fenómenos, terá que organizar uma saída de campo para que as necessárias e adequadas atividades sejam realizadas no lugar onde esses fenómenos ocorrem. Contudo, e apesar de professores e alunos reconhecerem diversas potencialidades didáticas das saídas de campo, os professores raramente as organizam e justificam isso com base em diversos impedimentos. Neste artigo relatam-se os resultados de um estudo em que 233 professores portugueses de Biologia e Geologia foram inquiridos acerca de formas ideais de integrar as atividades de campo na componente de Geologia, no 3º ciclo do Ensino Básico (n=102) e no Ensino Secundário (n=131). Os resultados sugerem que as práticas que os professores gostariam de implementar, caso não houvesse constrangimentos à realização de atividades de campo, não seriam, na maior parte dos casos, muito diferentes das práticas implementadas que são relatadas na literatura. Esta falta de exigência e de ousadia por parte dos professores, no que concerne ao modo como as atividades de campo deveriam ser utilizadas, sugere a necessidade de a formação inicial e contínua de professores contemplar uma abordagem adequada das saídas de campo e de as escolas se reorganizarem para facilitarem a organização, fundamentada, das mesmas., Most geological phenomena are large scale phenomena in terms of both time and space. Therefore, they cannot be reproduced in the school laboratory to be studied. Thus, if the Geology teacher wants students to get in touch with those phenomena, he/she needs to organize a field trip so that the necessary learning activities can be undertaken in the place where the phenomena occur. However, even though teachers and students acknowledge the educational potential of field trips, teachers seldom organize them and they mention several impairments to justify it. This paper reports on the results of a research study carried out with 233 Biology and Geology Portuguese teachers that were asked about the ideal ways of integrating field activities in the 3rd cycle (n=102) and the secondary school (n=121) Geology teaching. The results suggest that the way teachers would like to put into practice field activities if there was no constraint to them, would not differ too much from real practices that are reported in the literature. In fact, teachers showed low exigency and audacity with regard to the way that they would like field activities to be put into practice. Therefore, pre-service and in-service teacher education should include training on how to appropriately use field activities and schools should be reorganized in order to facilitate teachers’ job of the preparing relevant field trips.

Portuguese science curricula acknowledge field activities as important tools for students to learn science and to relate science knowledge with the outside school world. The educational outcomes of this type of activities depend on the way they are organized and integrated into the teaching sequence. This paper presents a typology of field activities named after their main educational goal and categorized with regards to a set of educational criteria. Afterwards, it discusses the extent to which each type of field activity is consistent with problem-solving, namely with a problem-based learning approach.

Field activities are valuable geology teaching resources. However, their effective educational value depends on the way teachers use them which in turn depends on teachers’ conceptions. This research focused on comparing how 102 low secondary school teachers and 131 secondary school teachers deal with field activities in geology teaching. The results show that, opposite to what happens in the secondary school, the majority of low secondary school teachers do not use field activities. The majority of field activities users promote less than four activities per year and most of them do not seem to have an appropriate understanding of how field activities should be used to become a valuable educational resource. Besides, teachers do not trust too much students’ ability to play an active role as learners, as they argue for teacher centred activities, based on the idea that students are not able to carry out the activity or that it is teachers’ responsibility to undertake it. However, the majority of field activities users feel satisfied or even completely satisfied with the way they have been dealing with field activities. This means that teachers’ conceptions and practices need to be improved., (undefined)