http://hdl.handle.net/10174/138 2026-04-23T06:27:35Z http://hdl.handle.net/10174/41791 Title: Avaliação formativa no ensino de matemática: práticas e percepções docentes Authors: Araújo, Francisco; Borralho, António; Santos, Maria José Abstract: Este texto retrata um estudo que investiga as práticas e percepções docentes sobre a avaliação formativa no ensino de Matemática nos Anos Finais do Ensino Fundamental, destacando a lacuna entre os pressupostos teóricos e sua implementação em sala de aula. A problemática centra-se nos desafios enfrentados pelos professores para incorporar estratégias formativas, como a oferta de feedback contínuo, em contextos marcados por culturas avaliativas tradicionais. O objetivo foi analisar concepções, estratégias e obstáculos relatados por professores da rede municipal de Fortaleza (CE). A pesquisa, de abordagem qualitativa e caráter descritivo, utilizou um questionário on-line composto por seis questões, aplicado a um grupo de cinco docentes, cujas respostas foram analisadas mediante a Sequência Fedathi como Metodologia de Análise de Dados (SFMAD). Os resultados revelam predominância da avaliação formativa (80% dos professores a utilizam), embora com ênfase em aspectos comportamentais e desafios como carga horária extensa (60%) e engajamento dos alunos (40%). Conclui-se que, apesar da adoção, persistem divergências conceituais e barreiras práticas./This study investigates teaching practices and perceptions regarding formative assessment in Mathematics education during the final years of Elementary School, highlighting the gap between theoretical assumptions and their classroom implementation. The core issue focuses on the challenges teachers face in incorporating formative strategies, such as providing continuous feedback, within contexts dominated by traditional assessment cultures. The objective was to analyze the conceptions, strategies, and obstacles reported by teachers in the municipal school system of Fortaleza (CE). The research, adopting a qualitative and descriptive approach, used an online questionnaire composed of six questions, administered to a group of five teachers. Their responses were analyzed using the Fedathi Sequence as a Data Analysis Methodology (FSDAM). The results reveal a predominance of formative assessment (80% of teachers use it), though with an emphasis on behavioral aspects and challenges such as heavy workloads (60%) and student engagement (40%). The conclusion indicates that, despite its adoption, conceptual discrepancies and practical barriers persist. 2025-01-01T00:00:00Z http://hdl.handle.net/10174/40856 Title: Why Public Perceptions Matter for Policies on Invasive Alien Species in Aquatic Environments Authors: Banha, Filipe; Diniz, António M.; Anastácio, Pedro; Oliva Paterna, Francisco J. Abstract: Effective management of Invasive Alien Species (IAS) requires a strong focus on social dimensions, as humans are both contributors to and potential solvers of the problem. Despite this, only a small portion of research on biological invasions addresses the human and societal aspects. This study, developed under the EU LIFE INVASAQUA project, used social science tools to explore public perceptions of IAS impacts in freshwater and estuarine ecosystems across the Iberian Peninsula, while also assessing the cultural and gender equivalence of a newly developed awareness survey. Results revealed that people perceive IAS impacts through two main lenses: an environmental domain (focused on biodiversity) and a societal domain (including socio-economic and human health aspects). However, this contrasts with how EU policies distinguish and regulate these areas, revealing a mismatch between public understanding and legislative frameworks. Differences in IAS awareness were observed between countries (Portugal and Spain), stakeholder groups, genders, and education levels. Country of origin was the strongest predictor of awareness, followed by education on biodiversity and socio-economic impacts, and stakeholder group for human health concerns. While the concept of IAS is generally well understood, with correct examples frequently cited, awareness of socio-economic and health impacts remains notably lower than that of biodiversity impacts. Perceptions of predation impacts were consistent across countries and groups, but other aspects varied. Interestingly, recreational angling was recognized both as negatively affected by IAS and as benefiting from species introductions. This study highlights the need for tailored awareness campaigns targeting specific social groups and underlines the importance of emphasizing the often-overlooked socio-economic and health impacts of IAS. Social science tools prove essential for validating survey instruments and ensuring alignment between public perceptions and policy design. Pre-legislative studies like this are crucial for bridging conceptual gaps and for better integrating the human dimension into IAS management strategies. 2025-01-01T00:00:00Z http://hdl.handle.net/10174/39144 Title: Antecedents of Psychological Capital (PsyCap): The Role of Technical and Social Variables Authors: Badotti, Sofia; Viseu, João; Bosch, José; dos Santos, Nuno Rebelo Abstract: This study aimed to identify the technical (role conflict and role ambiguity) and social (supervisor support and perceived organizational justice) antecedents of psychological capital (PsyCap). 2025-04-30T23:00:00Z http://hdl.handle.net/10174/39135 Title: ). Preliminary studies on the adaptation of the Agency Scale for freshmen students Authors: Viseu, João; Semedo, Carla; Chaleta, Elisa; Cruz, Roberto Moraes; Diniz, António Abstract: Agency refers to the ability to define objectives and make and implement decisions, i.e., it has a motivational nature (Cauce & Gordon, 2012; Gai et al., 2023). Entry into higher education involves a change process that impacts autonomy (Arnett, 2000) and is related to agency levels (Bauman, 2000). This study aimed to assess the psychometric properties of an agency measure in freshmen students from the area of studies of social sciences (n=187), science and technology (n=85), arts (n=19), health and human development (n=18), and nursing (n=22) of the University of Évora, and to test the gender (67.1% females; Mdnage=18 years) differences regarding agency. A self-report measure of agency with 28 items aggregated in five factors (self-efficacy, planning, decision-making, problem-solving, and internal locus of control) was already adapted for working samples, and a sociodemographic questionnaire was used for data collection. Through an exploratory factor analysis (EFA) with principal axis factoring under a polychoric correlation matrix and Promax rotation, 19 items were aggregated into four factors. Comparatively to the original version of the measure, the factor self-efficacy was removed. Five independent encoders performed a facial validity analysis to define the factors of interest. Using a mean difference test, gender differences were found between male and female students in three of the four factors. Specifically, male students presented higher means for the abovementioned factors. The assessment of agency is assumed to be a preponderant factor in entry to higher education, and it can be perceived as a critical success factor in a phase of greater autonomy and individuation. 2025-01-01T00:00:00Z