Problem-Based Learning, a methodology that builds on problems to develop students’ new knowledge, can also be useful in helping students to learn Nature of Science. Prospective science teachers’ conceptions regarding Nature of Science and its teaching through Problem-Based Learning were analyzed by applying a semi-structured interview. Nine respondents recognized that this methodology promote research activities and contribute to the learning of some aspects of scientific inquiry. Moreover, they specifically considered that Problem-Based Learning may foster the understanding of the tentative nature of scientific knowledge and of the role of creativity implicit in scientific endeavor. Authors consider that more attention should be given to the contemporary Nature of Science views and to its consistent teaching through this methodology

Sustainable Development and its Connection to Teaching Geoethics

This study used an individual structured interview to (1) verify the incidence of non-anthropocentric reasoning in 123 children attending the 3rd and 4th years in three primary schools in the Lisbon area (Portugal), when they are confronted with ecological dilemmas and (2) establish those places they frequented which permit animal contact. The results show a greater incidence of non-anthropocentric reasoning than that obtained in other international studies. This may be related to the focus of the questions asked, which invited children to imagine themselves as another animal or to present situations where human interaction is unfair. This incidence was found independently of gender, school origin and whether or not pets were owned, even with the more biologically complex animals. School year was the only variable proven to make a difference in conceptually more demanding questions. We also verified that the children's general past experience of nature is essentially aligned to ‘controlled environments depending on ongoing human management’, confirming a decline in direct contact with ‘natural and semi-natural environments’. However, this type of experience does not seem to exert a negative influence on their non-anthropocentric reasoning.

Although meat was considered fundamental for human health in the past, in recent decades, it has come to be considered a poison. The present study involved 197 pre-service primary teachers from two Portuguese institutions: one in an urban context and the other in a smaller city. It aimed to ascertain the main diet of the participants and their perceptions and knowledge about the impact of meat consumption on human health, the environment and animal welfare. It also aimed to identify which type of meat was considered better and worse for health, how important meat consumption is for adults and children, and to determine whether the participants would consider it important to reduce meat consumption in their diets and the reasons for doing so. The study uses mainly a methodological quantitative approach, and a questionnaire was designed and applied. The participants showed their preference for an omnivorous diet with no restrictions, considering this diet the best for human health, but the worst for the environment and animal welfare. Although meat consumption was considered important for human health, most participants considered that it would be important to consume less meat. From the answers given for the open questions, it was concluded that some respondents had difficulties in justifying their answers, revealing a certain lack of knowledge about the subject, which has important implications for teacher training courses.

Many countries recognize the positive and effective results of improving science education through the introduction of reforms in the sciences curriculum. However, some important issues are generally neglected like, for example, the involvement of the teachers in the reform process. Taking the sciences curriculum reform under analysis and benefitting from 10 years of teachers’ experiences in teaching sciences based on this curriculum, 19 semi-structure interviews were applied so as to identify the major difficulties felt by science teachers when implementing the Portuguese sciences curriculum in the third cycle of middle school (pupils’ age range of 12–15). Some of the difficulties depicted by the data analysis include: length of the curriculum, lack of time, unsuitable laboratory facilities, insufficient means and materials for experimental work, pupils’ indiscipline and little interest in learning sciences. Although less frequently mentioned, the lack of professional development was also referred to as a constraint that seems to play an essential role in this process. Some recommendations for improving the success of sciences curriculum reforms’ implementation are given: defining and conceptualizing curricular policies by relating the reality of both the schools and the science classrooms; reorganizing and restructuring pre-service teachers’ courses; organizing professional development courses for in-service teachers.