[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598379-105":59,"doc-detail-598379-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","science-teachers-practices-during-the-pandemic-in-portugal","Science Teachers’ Practices During the Pandemic in Portugal","","This paper examines how science teachers adapted their instructional practices during the Covid-19 pandemic in Portugal and what they learned during the confinement period. Fifteen science teachers collaborating on a STEM research project participated. Data were collected through individual interviews and teachers’ written reflections, analyzed using inductive content analysis. Findings show changes in class design and management, including synchronous online teaching, distance experimental activities, and television-based online courses, alongside development of pedagogical and technological skills for distance learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-teachers-practices-during-the-pandemic-in-portugal/598379/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/science-teachers-practices-during-the-pandemic-in-portugal/598379.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did science teachers adapt their practices during the Covid-19 pandemic?","Question",{"text":112,"@type":113},"They adjusted class design and management, conducted synchronous lessons via digital platforms, implemented distance experimental activities, and taught online courses based on a television programme.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study data collected and analyzed?",{"text":117,"@type":113},"The study used individual interviews and teachers’ written reflections. 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To collect the data, we used two techniques (individual interviews and teachers’ individual written reflections), which have been analysed using an inductive content analysis approach. The results reveal that adjustments have been made in the design and management of classes. Synchronous classes using digital platforms and other communication infrastructure have been held; experimental distance activities have been implemented, and online courses based on a television programme have been taught. In addition, during the period of confinement, to enable distance learning, teachers developed pedagogical skills using technological skills. Finally, this study highlights the importance of teachers’ role in crisis management, such as during the Covid-19 pandemic.  \nKeywords: pandemic context, science teachers, online teaching and learning, pedagogical skills, technological skills  \n1 *Corresponding Author. Institute of Education, University of Lisbon, Portugal; mbaptista@ie.ulisboa.pt.  \n2 Institute of Education, University of Lisbon, Portugal.  \nPrakse učiteljev naravoslovja med pandemijo na Portugalskem  \nMónica Baptista, Estela Costa in Iva Martins  \n• 􀂋lanek poskuša preučiti, kako so učitelji naravoslovja prilagodili svojoprakso v luči pandemije covida-19 in česa so se naučili v obdobju zaprtja. Vzorec sestoji iz 15 učiteljev naravoslovja, ki trenutno sodelujejo pri raziskovalnem projektu STEM. Za zbiranje podatkov smo uporabili dve tehniki, in sicer individualne intervjuje in pisne refleksije učiteljev, kismo jih analizirali z induktivnim pristopom analize vsebine. Rezultatikažejo, da so bile prilagoditve uperjene v oblikovanje in upravljanje zoddelki. Pouk je bil izveden sinhrono prek digitalnih platform in drugekomunikacijske infrastrukture; realizirane so bile eksperimentalne dejavnosti na daljavo in spletni pouk, ki je temeljil na televizijskem programu. Poleg tega so med zaprtjem vzgojno-izobraževalnih ustanov učitelji razvijali svoje pedagoške kompetence, nanašajoče se na tehnološke veščine, zato da je bilo omogočeno učenje na daljavo. Končno, raziskava poudarja pomen vloge učiteljev v kriznem upravljanju, kot je na primercovid-19 .  \nKljučne besede: kontekst pandemije, učitelji naravoslovja, spletnopoučevanje in učenje, pedagoške kompetence, tehnološke veščine  \nIntroduction  \nScience teaching has been the focus of several studies and debates regarding its aims and objectives. Dulsch (2008), in a literature review on this topic, highlighted that the purpose of science education could be organised around conceptual, epistemic, and social learning goals, which are brought together in the term ‘scientific literacy’, which can be conceptualised from two distinct viewpoints: (i) considering conceptual knowledge as crucial, based on scientific ideas fundamental to academic pathways and scientific careers; or (ii) seeing scientific literacy as related to its usefulness to society, aligning it with the development of life skills, and recognising its universality as a way of providing citizens with the ability to understand the changes and developments taking place in modern societies (Holbrook & Rannikmae, 2009) .  \nTherefore, the definition of scientific literacy is not simple, and its more contemporary conceptualisation moves away from scientific content, tending to focus on understanding the context and nature of science (Bybee et al., 2009) . Various definitions of scientific literacy can be found in the literature and have been reviewed (e.g., DeBoer, 2000; Roberts, 2007), such as the one referring to scientific literac","cbCaiuTqc0y2NGDA","https://ap.wps.com/l/cbCaiuTqc0y2NGDA","pdf",221627,26,"English","# Introduction\n## Scientific literacy and science education goals\n## Pedagogical approaches and student engagement\n## Online science teaching and teacher training\n## Emergency remote teaching during Covid-19","[{\"question\":\"How did science teachers adapt their practices during the Covid-19 pandemic?\",\"answer\":\"They adjusted class design and management, conducted synchronous lessons via digital platforms, implemented distance experimental activities, and taught online courses based on a television programme.\"},{\"question\":\"How was the study data collected and analyzed?\",\"answer\":\"The study used individual interviews and teachers’ written reflections. The collected data were analyzed using an inductive content analysis approach.\"},{\"question\":\"What skills did teachers develop during the confinement period?\",\"answer\":\"Teachers developed pedagogical skills linked to technological skills to enable distance learning.\"}]","Science Teachers’ Practices During the Pandemic in Portugal | PDF",1792086821,66]