This study followed the academic growth of four university teachers, over a two-year period, with the intention of enhancing inquiry-based learning in practice. Data were generated within the natural settings of classrooms, laboratories and lecture halls, through the analysis of teaching materials, low-participation observation, informal discussions and semi-formal interviews. The research approach was based on a critical social paradigm, assuming principles of action-research methodology privileging a transitional ‘instructional coaching approach’. Outcomes show a marked interest in the design and development of innovative approaches to teaching, learning, feedback and assessment. They demonstrated strong collaborative practices, insightful reflections on their teaching activities, and willingness to share evaluations both within and without of university contexts and successfully contributing thoughts and ideas to a wider audience.

Across higher education, teachers have been inspiring themselves (and others) to apply pedagogical innovations grounded in a unifying intention: to prepare students for labour markets and societal challenges. Research-based education has been funded to promote pedagogical innovations with valuable impact on the students’ academic success and/or the teachers’ academic growth. However, there is still few documented research-based evidence that highlight how long-lasting and/or how embedded are the pedagogical innovations in academic practices, particularly when the funding period comes to an end. The purpose of this article is to discuss the extent to which funded national research-based education projects, developed in public Portuguese higher education institutions (universities and polytechnic institutes), have considered the sustainability of research results (e.g., pedagogical innovations), after funding ends. Based on a qualitative research approach, data collection included: document analysis of 39 projects’ materials and conceptions collected with 9 coordinators and 17 key participants from selected projects, through interviews and questionnaires, respectively. Content analysis of data collected showed that there are key factors that contribute to enhance and/or limit the sustainability of research results (e.g., funding and institutional support to maintain innovation). Results and recommendations are put forward to inform educational policies, funding agencies and involved actors (e.g., institution leaders, researchers, and teaching staff) to increase the sustainability of research results.

A multidisciplinary team collaborated on the development of a learning experience involving 10th grade students using a Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach. The experience was based on the development (conception, implementation, and evaluation) of a science cartoon that aimed to highlight different scientific and technological dimensions related to the diversity of marine worms (Phylo Annelida, class Polychaeta) present in the continental shelf off the coast of Aveiro, Portugal (NE Atlantic coast). The study was implemented in a Portuguese high school in the Aveiro region, involving 24 10th grade students, emphasizing a social context close to the students’ lives. All pedagogical interventions occurred in face-to-face sessions during the 2020/21 school year and were oriented by the following research question: What is the role of science cartoons in establishing STEAM connections for solving real-world problems presented to 10th grade students? Following a qualitative and interpretative research methodology, with a design-based research focus, data were collected through a questionnaire, observations, and students’ written records. The content analysis shows that most students learned new concepts related to STEAM areas. Evaluating the impact of the science cartoon reveals that it can be considered an innovative science communication resource due to its educational potential in stimulating a STEAM approach within the students’ learning process.

O presente artigo consiste numa revisão sistemática da literatura sobre a utilização da banda desenhada como recurso na comunicação e educação em ciência. Tem como objetivo analisar e perceber como os estudos utilizaram a banda desenhada como recurso didático para comunicar ciência e como esta utilização está relacionada com o desenvolvimento da aprendizagem. A questão de partida é “Qual o potencial da banda desenhada na comunicação e educação em ciência?”. Serão selecionados artigos publicados em revistas indexadas nos últimos 20 anos, em inglês, português e espanhol, cujo foco seja a aplicação da banda desenhada (de temática científica) em contexto de comunicação e/ou educação em ciência. As bases de dados utilizadas foram a Scopus e a Web of Science. Através da leitura dos resumos, foram excluídos trabalhos de fonte secundária, ou seja, que resumem, interpretam ou avaliam os textos das fontes primárias ou os que não se focam na aplicação da banda desenhada em contexto de comunicação de ciência ou educação em ciência. Conclui-se que a banda desenhada de temática científica é tão ou até mais eficaz do que um recurso didático tradicional e gera maior engajamento, na medida em que os alunos passam a se interessar em ler mais sobre o tema.