Science education become one prioritie of modern societies, with the purpose of forming scientifically literate youth and adults. They play an active role in solving the problems existing in society, making critical and informed decisions. In this paper we discuss the need for scientifically literate citizens and the relevance of practical work as a key strategy for science learning in the early years. We’ll describe the investigative process which supported in real-life educational contexts of a set of Didactic Strategies. We’ll focus on the results of the ‘Materials Lotto’ detailing the results in science teaching and learning in kindergarten. The results show that children mobilize a wide array of skills and attitudes/beliefs, showing scientific knowledge at different degrees of complexity. We concluded that practical work in science education in the early years is an effective strategy for science teaching and learning, as groundwork for future science literacy of kindergarten children.

Climate change (CC) is one of the most urgent problems to solve in this century, the effects of which cover a wide range of disciplines that go beyond the environmental component, becoming a social and economic problem as well. Social educators are professionals who must ensure that the quality of life in socially vulnerable societies is improved. In order to mitigate the problem of climate change, it is necessary for all professionals in the most varied areas to have climate literacy, so that they can adopt behaviors that comply with the objectives of sustainable development. Recognizing the importance of the social educator in the context of contemporary societies, we intended to find out the university students’ perceptions on the social education course. With this in mind, we set out to carry out this study, which was based on the application of a questionnaire using a Likert scale. The respondents were 161 social education students at a higher education institution in Portugal. In order to carry out the inferential analysis, we took care to meet the necessary criteria for carrying out parametric tests. The results showed that a majority (72.6 %) of students were concerned about climate change. They (54.7 %) also stated that they would like their course to deal more with climate change, as 74 % acknowledged that they did not have the skills to deal with climate change as a future professional. The results also showed that the students were incapable of correctly listing a consequence of climate change. The data collected and analyzed in this study allowed us to conclude that Environmental Education played a fundamental role in the academic training of social educators, suggesting the need for its reinforcement and inclusion in their training plans. We also found that greater efforts were needed to improve students’ climate literacy.

Despite the impact that climate change is having on our planet and considering its consequences for future generations, much of the academic literature focuses on adolescent and adult perceptions, giving little relevance to children’s perceptions. Children’s voices have the potential to influence public opinion, which may in turn determine the direction of a new policy on the climate crisis. In this context, it is urgent that we understand how children perceive this problem. This quantitative study was based on the application of 245 questionnaires to children aged between 9 and 13 years old from five schools in north-eastern Portugal, more specifically in the region of Trás-os-Montes. We can say that this study was a convenience study because we delivered the surveys in the schools closest to the working area of the researchers. We used a questionnaire with 26 questions, 24 of which had closed responses (like the Likert type), one open response, and one with multiple choices. In this work, we conducted a descriptive and inferential statistical analysis, and prepared a database, using the statistical software IBM SPSS, which allowed us to conduct some statistical tests, selected according to variables. For the descriptive analysis, several parameters were used for the distribution of variables, namely, frequency, percentage, mean, and standard deviation. We rejected the null hypothesis (H0) and assumed for the inferential analysis that the sample does not follow a normal distribution, considering the fulfillment of the necessary criteria for parametric tests and after performing the Kolmogorov–Smirnov normality test, whose null hypothesis (H0) is that data are normally distributed, and given that the p-value for the variables under study was p < 0.05. In this regard, non-parametric tests were used. The Mann–Whitney test was used to compare the degree of agreement with climate change statements as a function of the student’s gender and year of schooling, which is a non-parametric test suitable for comparing the distribution functions of an ordinal variable measured in two independent samples. The results show that most of the children expressed concern about the study’s potential problem, and (42%) said they are concerned about climate change. However, they show some doubts and a lack of knowledge about some of the themes, like (33.5%) cannot name only one consequence of climate change. We also found differences between the two study cycles, with children in the 6th grade having a higher average in their understanding of the phenomenon (p = 0.049), as well as the level of education of the parents being positively correlated with a more ecocentric posture, we can see this when we considering the variable parents. We also found that 46.6% of the students say that television is where they learn more about climate change. From the results obtained, we can open new paths for future research and contribute to the definition of policies and educational practices since the school has the responsibility to cooperate in the production of values, attitudes, and pro-environmental behaviors.

With the climate crisis, schools have a fundamental role to enrich children’s climate literacy, which should begin in their early years and continue for life. Developing activities in the classroom can be an excellent way of bringing this about. This work is part of a larger research project, during which a previous study was carried out with 245 children aged 9 to 13, in which we identified some limitations in their knowledge about climate change. Based on these results, we decided to present some proposals for activities that could help improve these children’s climate literacy. The study we conducted was of an exploratory character, and the main objective was to understand the impact of applying a set of activities to 54 children. The objectives of this work were to increase the climate literacy of the children involved—more specifically, to evaluate the impact of implementing three activities related to climate change and identify the knowledge about the cases and consequences of climate change that were acquired by the children involved. To collect the data, we used a focus group technique and content analysis to process it. The results revealed that the children acquired a better understanding of the problem of climate change—in particular, the causes and consequences of it and of the concept of the ecological footprint—as well as motivation to contribute to mitigating the problem. We conclude that the activities proposed could contribute to improving climate literacy, as well as stimulate children’s curiosity and proactivity so that they become citizens capable of exercising their active citizenship.

Resumo: A pesquisa objetivou analisar as práticas pedagógicas empregadas pelos professores portugueses de Biologia que favorecessem o desenvolvimento de habilidades e de competências no ensino desta disciplina. Participaram deste estudo 94% dos professores de Biologia atuantes no Ensino Secundário da cidade portuguesa de Bragança (Nordeste de Portugal). A pesquisa caracteriza-se por seus aspectos qualitativos, descritivos e interpretativos. Para o levantamento dos dados, recorremos à entrevista semiestruturada; posteriormente os relatos foram transcritos e submetidos à análise de conteúdo. Os resultados revelaram que a infraestrutura existente nas escolas, a disponibilidade de bons equipamentos e de recursos são diferenciais no Ensino Secundário português. Entretanto, as dificuldades dos estudantes com o domínio da língua portuguesa, da matemática, entre outros, são grandes desafios a serem superados. Diante disso, conclui-se que uma práxis diversificada, que utilize estratégias como aulas laboratoriais e de campo, que utilize jogos educativos e aprendizagem cooperativa, pode melhorar a qualidade do ensino de Biologia.

Despite the impact that climate change is having on our planet and considering its consequences for future generations, much of the academic literature focuses on adolescent and adult percep-tions, giving little relevance to children's perceptions. Children's voices have the potential to in-fluence public opinion, which may in turn determine the direction of a new policy on the cli-mate crisis. In this context, it is urgent that we understand how children perceive this problem. This quantitative study was based on the application of 245 questionnaires to children aged be-tween 9 and 13 years old from five schools in north-eastern Portugal, more specifically in the region of Trás-os-Montes. To collect the data, we used a questionnaire with 26 questions, being 24 of closed response, Likert type, one of them open response, and one multiple choices. The da-ta were statistically treated using SPSS software. The results show that most of the children ex-press concern about the study's potential problem. However, they show some doubts and a lack of knowledge about some of the themes. We found differences between the two study cycles, with children in the 6th grade having a higher average in the understanding of the phenomenon, as well as the level of education of the parents being positively correlated with a more ecocen-tric posture. The female students also showed a slightly more ecological posture, i.e., an eco-friendlier posture. From the results obtained, we can open new paths for future research and contribute to the definition of policies and educational practices since the school has the respon-sibility to cooperate in the production of values, attitudes, and pro-environmental behaviours.