Gender disparity within science, technology, engineering, and mathematics (STEM) fields is a persistent global issue, with women being consistently underrepresented. Recent research indicates that inquiry-based practices may enhance students’ interest in STEM careers and challenge gender-related STEM stereotypes. The aim of this study is to evaluate the impact of STEM inquiry-based learning activities on students’ interest in STEM careers, as well as on the social cognitive career theory (SCCT) dimensions (self-efficacy, personal goals, outcome expectations, interests, contextual support, and personal inputs), with a specific focus on gender. A quantitative approach was employed, whereby pre- and post-test measures were administered to a cohort of 190 Portuguese secondary school students, using the STEM Career Interest Survey. The results showed that, while the STEM inquiry-based learning activities did not alter the gender-based patterns of interest in STEM subjects and careers, they did contribute to a significant increase in students’ interest in these areas. It was found that these activities were particularly effective in promoting female students’ interest in STEM careers. A significant increase was observed in all SCCT dimensions, particularly in engineering, for female students. Additionally, no gender disparities were observed in self-efficacy in STEM areas. The results suggest that STEM inquiry-based learning activities are an effective approach to building students’ confidence in STEM fields and stimulating their interest in STEM careers. This study reinforces the importance of inquiry-based practices in promoting a more equitable STEM education landscape.

There is a consensus that students should be involved in interdisciplinary activities that promote a solid education in STEAM subjects from an early age. The outdoor settings of schools present an advantageous context for STEAM education, allowing for a myriad of learning experiences. To understand how teachers perceive the pedagogical use of the school’s outdoor space, a study was carried out in a cluster of schools in a Portuguese city, including one middle school and 10 kindergarten and elementary schools. A mixed methods approach was used, combining a questionnaire for teachers (N = 49) with interviews (N = 8). The results indicate that teachers’ perceptions of the characteristics of their school’s outdoor spaces either facilitate or hinder the implementation of outdoor pedagogical activities. Most teachers concur that the outdoors provides contact with nature and encourages interdisciplinary and collaborative activities. However, the teachers surveyed admit to using the school’s outdoor spaces only occasionally, and this use decreases as the educational level at which they teach increases. The most common use of outdoor spaces is for physical and motor activities, promoting the well-being of children and youth. Although interdisciplinary activities in outdoor spaces are recognised, their implementation is limited and hampered by factors such as the length of curricula and the lack of training for teachers in these approaches. In this sense, there is an urgent need to train teachers in the interdisciplinary use of outdoor spaces to promote a solid education in STEAM subjects.

Social cognitive career theory posits that career interests and decisions are influenced by individual, contextual, and behavioural factors. This research aims to assess the impact of Science, Technology, Engineering, and Mathematics (STEM) activities on students’ interest and aspirations in STEM careers. Additionally, the study aims to explore the critical factors that might shape students’ STEM career aspirations. The research used a quantitative approach, with pre- and post-test measures for a cohort of 191 Portuguese secondary school students, using the Career Interest Questionnaire (CIQ). The results showed that STEM activities increased the intentions of non-STEM students to pursue educational opportunities that could potentially lead to a scientific career. Males, in contrast to females, showed a significant increase in their intentions to pursue educational opportunities that could eventually lead to a scientific career. Furthermore, gender along with the personal goals and positive perceptions of STEM careers were identified as significant predictors of the students’ STEM career aspirations. These results highlight the critical role of STEM education in developing and sustaining students’ interest in STEM careers. Integrated STEM activities should be developed in the early stages of education to enhance students’ confidence in STEM and mitigate the gender gap.

Este texto aborda a experiência educativa, vivida em Portugal, na sequência da pandemia provocada pelo coronavírus. Com o encerramento das escolas toda a educação escolar presencial foi interrompida transitando as atividades de ensino-aprendizagem para o mundo digital, processo que designamos de educação a distância (EaD) emergencial. Este estudo pretende responder a duas questões: (1) de que forma está a decorrer o processo de EaD emergencial? (2) Que implicações se podem retirar desta experiência educativa para os tempos pós pandemia? Perante o isolamento social, e sendo a comunidade em estudo constituída por professores, alunos e encarregados de educação, recorremos ao método da netnográfia que permite uma pesquisa observacional participante baseada em trabalho de campo online. As fontes de coleta de dados foram diversas, analisaram-se depoimentos nos media, participações em webinares e aulas online, com dinâmicas multifacetadas de observação, desde o modo “silencioso” ao mais “imersivo”. Os resultados indicam que a experiência educativa está a decorrer de forma bastante heterogénea em consequência dos diferentes níveis de apropriação das tecnologias digitais dos docentes e das desigualdades digitais dos alunos. Reconhecida a importância da integração das tecnologias digitais nas ações curriculares, prevê-se, que para os tempos pós pandemia, a inclusão digital seja uma das prioridades da escola, bem como a convergência da educação presencial e a distância.

Student engagement is a determinant factor of students' academic success, with added relevance for online learning. The aim of this study was to analyse students' cognitive, affective, and behavioural engagement in a pedagogical proposal based on the Flipped Classroom model, with Portuguese secondary school students. The study, conducted during the COVID-19 pandemic, combined asynchronous and synchronous lessons divided into learning episodes (Summary, Quiz and Rooms). Mixed methods were used to analyse students' discourses, behaviours, perceptions of the experience and academic performance. The results showed that the proposal enhanced a high level of behavioural engagement in the students as expressed by the indicators of task completion, peer interaction and participation. Students showed higher levels of cognitive engagement in the Rooms episodes as they were conducive to peer interaction, explicitness of knowledge and reflection facilitated by interaction with the teacher. Satisfaction was the most prominent indicator of student affective engagement. This study offers a better understanding of the factors that influence student engagement in the Flipped Classroom model and suggests practical implications for enhancing it in online learning.

O Projeto de Autonomia e Flexibilidade Curricular (PAFC) desafia as dinâmicas de trabalho das escolas, através de normativos que preconizam práticas inovadoras promotoras de aprendizagens diferenciadas e competências transversais. A aprendizagem híbrida é apontada como a chave para a renovação das práticas escolares, pois possibilita aprendizagens mais dinâmicas e personalizadas. Este texto avalia uma proposta educativa de aprendizagem híbrida, a “sala de aula invertida”, concebida de modo a operacionalizar os princípios do PAFC. Nesse sentido, um ciclo de investigação-ação, desenvolvido numa turma do ensino secundário, permitiu recolher dados quantitativos e qualitativos para avaliar essa operacionalização e compreender o impacto da proposta nos resultados escolares e nas perceções dos alunos. A análise dos resultados destaca na proposta a inovação, o envolvimento dos alunos e a complementaridade entre a aula online e presencial, o que proporcionou uma experiência integrada de aprendizagem suportada pelo apoio do professor. As interações em sala de aula permitiram que os alunos ampliassem os conteúdos estudados autonomamente e desenvolvessem dimensões cognitivas de ordem superior. No entanto, o processo de construção do conhecimento não pôs em evidência as competências sociais valorizadas nas dinâmicas de grupo e na aprendizagem colaborativa preconizada no PAFC.