Manuel Santos

Manuel Santos
University of Aveiro | UA · Research Centre for Didactics and Technology in Teacher Education

About

8
Publications
163
Reads
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1
Citation
Citations since 2016
8 Research Items
1 Citation
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Additional affiliations
January 2020 - August 2020
University of Aveiro
Position
  • PhD Student
September 1996 - present
Escola Secundária da Gafanha da Nazaré
Position
  • Teacher
Description
  • ICT teacher; Computer programmer teacher; Electronic teacher; Teacher trainer; Student trainer supervisor.

Publications

Publications (8)
Conference Paper
Full-text available
envolvimento dos alunos nas questões relacionadas com a cidadania, enquanto membros de uma comunidade educativa, contextualizando-se numa Escola Secundária do litoral centro de Portugal. Envolverá, igualmente, os alunos inscritos no clube que será dinamizado no Smart School Lab (SSL). Para dar resposta ao problema de investigação – “Como desenvolve...
Conference Paper
Full-text available
This study is based on the issue of the poor involvement of students in their respective educational community, as far as participatory citizenship is concerned. In order to answer the research question – “How to develop citizen science strategies using the Internet of Things, within the scope of a Smart School Lab, aiming to enhance the participat...
Article
Full-text available
Conhecer o panorama educativo português atual implica olhar atentamente para a última década e para os acontecimentos que pautaram a realidade política, económica e social do país nesse período. O impacte das medidas decorrentes do Programa de Assistência Financeira a Portugal, entre 2011 e 2014, no setor da educação, mereceu destaque, neste estudo...
Conference Paper
Full-text available
Resumo-Perante a relevância atual do desenvolvimento da literacia espacial e face às potencialidades proporcionadas pelas geotecnologias, apresenta-se o OriGami, um geojogo em desenvolvimento na Universidade de Munster, no âmbito do projeto Erasmus+ ENAbLE. O Projeto envolve alunos na liderança de uma comunidade de prática e de aprendizagem visando...

Network

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Projects

Projects (2)
Project
Smart educational communities comprise rich ICT ecosystems and bottom-up processes, where citizens and particularly teachers play a central role, by innovating their teaching practices. For building smart educational communities, smart technology and flexible spaces supporting active and real world-centered teaching and learning methodologies, are crucial. In k12 education, challenges such as implementing the curriculum flexibility and fostering citizenship education can be addressed with the support of teaching and learning strategies inspired on the Geographical Citizen Science concept (creation and dissemination of geographic data provided by citizens/students voluntarily). Besides promoting the development of spatial citizenship skills, it also plays a relevant role in fostering the inception of smart communities. Involving students in scientific research to address real-world problems, through the collection of spatial data across habitats and locations over time (e.g. sensing air quality and noise levels; linking locations to wellbeing, etc.), for scientific and educational outcomes, leads to new research, educational purposes and stronger science-society relationships. In Higher Education, the importance of putting students against real-world problems with no pre-established answers assumes even more importance, for which Challenge-based Learning, among other methodologies, can give a relevant contribution. The challenge-based approach anchors on the following concepts: 1) work organized through projects; 2) work organized in teams; 3) projects that primarily address unsolved problems, whether in science or society, i.e., the creation of new knowledge rather than learning of existing knowledge; and 4) involvement of external partners and clients in the projects. The project’s approach is grounded on Design-Based Research (DBR) aiming to build stronger connections between educational research and real-world problems in collaboration with practitioners, with reflective inquiry to test and refine smart and flexible learning environments and emphasis on iterative research processes. The study is conducted in 2 phases (see Timeline) with two different contexts: • C1) k12 education - Smart School Lab of Secondary School of Gafanha da Nazaré (SSL@ESGN); • C2) Higher education - Laboratory of Teaching Methodologies and Learning of the Department of Education and Psychology of the University of Aveiro (LMEA@UA). Each context conducts the 4 DBR stages – identify & analyze needs; develop prototype solutions; implement iterative testing & refinement cycles; reflect & enhance solutions, with several activity cycles. Data collection methods include inquiry techniques (surveys, interviews, focus groups), participant observation (teaching and learning strategies and teacher training programs) and social media research methods (platform data extraction techniques). Data analysis is based on mixed methods -multilevel model (quantitative and qualitative methods used to address different levels within a system) where findings from each level merge into a global interpretation. Activities are continuously monitored according to the following categories, for each context: • C1) SSL@ESGN - i) educational engagement (e.g. curricular integration); ii) civic engagement (e.g. citizen science strategies); and iii) educational policy (e.g. schools’ and municipalities’ educational strategies); • C2) LMEA@UA – i) flexible learning spaces requirements; ii) innovation of teaching practices; iii) learning outcomes.