A creche em Portugal (1974-2023): conceções de criança, educação e cuidado,

There is no doubt that the purpose of general natural science education is the systemic study and knowledge of the basics of natural sciences and the individual, most general laws of nature. Natural science education as a process is directly aimed at assimilation of experience in the field of natural sciences (formation of the system of natural science knowledge, skills, and abilities). In the process of natural science education, a person's orientation toward nature is developed, taking into account the ideas formed in society about the system of relations between nature and man. Personal qualities based on a value approach to nature and the surrounding world are also formed and developed. Primary science education should be systemic, consistent, and of high quality. In a pilot study conducted in 2018, it was established that primary school teachers’ professional preparedness in the field of natural science education remains relevant. Although teachers tend to demonstrate various experiments, researching is not a dominating activity. Also, a similar situation is observed speaking about the use of technology in the educational process. Teacher preparedness to organise and implement science education in primary school is quite uneven. Thus, the main goal of this study is – to analyse preparedness of primary school teachers to organise and implement science education in primary school according to the main scientific fields and their knowledge (the level of knowledge) in the essential fields of natural sciences. This research study based on a prior conducted pilot study, supplements and expands it. 115 primary school teachers from more than 30 Lithuanian schools participated in the study. All subjects by gender are women. It can be reasonably stated that preparedness of primary school teachers in the field of science education is basically average. Preparedness according to the main fields of natural sciences varies quite widely. The best preparedness is fixed in such areas as environmental protection, healthy lifestyle, ecology, etc. These are the areas that express not only the natural science component but also the component of social education. However, in the fields that express the issues of chemistry and physical sciences, the preparedness, though evaluated as positive, is significantly lower. Teachers’ knowledge in the essential fields of natural sciences is also diverse. Teachers feel knowing environmental protection issues best, but the knowledge in the new fields such as Nanotechnology and Genetic Engineering is extremely low. It is necessary to consistently and systematically develop primary school teachers’ natural science competencies, i.e., the ability to organise research-based learning, practical activities in various educational environments (especially in nature). Subject preparation of primary school teachers in the field of natural sciences and especially strengthening the preparedness of future primary school teachers in the field of natural science education, and the change of study programmes in the aspect of natural science content is an urgent problem. Keywords: natural sciences, primary school, professional preparedness, science education

One of the discussions in the literature is that sociology of education is a sub-discipline of educational sciences, as well as a discipline that deals with and examines the issues and problems related to "education" with the methods and approaches of sociology. In this context, it can be said that the definition and limits of sociology of education have become controversial and ambiguous. The present study examined the development of sociology of education at higher education level in Turkey. It is aimed with this study to introduce the development of sociology of education at higher education level in Turkey, from the beginnings of Merutiyet until today, by investigating faculties, institutes, journals and courses which have important roles in the institutional developments of both the sociology and educational sciences. It is a historical research. The data was analyzed according to the descriptive analysis approach. As a result of the study, it is realized that although sociologist claim that sociology of education is a sub-discipline of sociology, the field historically placed and developed in the field of educational sciences in Turkey. It is found that there isn't supporting documents that the academic structuring of the Sociology Departments includes sociology of education related studies in wellknown universities in Turkey. Both in Istanbul University Faculty of Literature, Faculty of Law and Faculty of Economics and in Ankara University Faculty of Languages, History and Geography (DTCF), and their academic structuring in sociology departments, institutes, publications, courses there aren't "sociology of education". In Turkey, academic improvement of the sociology of education continued within educational sciences since 1965, with foundation of Faculty of Educational Sciences in Ankara University. Although sociology of education, as an interdisciplinary field of study, uses methods, techniques and data from sociology; it is institutionalized more in the field of educational sciences rather than sociology in Turkey.

This study aims to analyze and interpret academic publications related to “academic freedom” indexed in the Web of Science database using bibliometric analysis methods. A bibliometric analysis was conducted to evaluate the academic publications on the topic of academic freedom in the field of education and educational sciences, which are indexed in the WoS database. Additionally, scientific field mapping techniques were employed. A total of 579 studies on academic freedom were identified within the field of education sciences. The various maps were analyzed in terms of specific usage types, authors, works, years of publication, and authors. The research findings indicate that Philip Altbach is the most frequently cited author. The most frequently cited research is that of African Higher Education: The Challenges for the 21st Century," The most effective source is the Higher Education Journal. The most frequently cited institution is Boston College. The United States of America is the country with the highest number of citations. To contribute to the field, it is recommended to increase the research on "academic freedom" indexed in the WoS database. Increasing the number of bibliometric analysis studies in different fields will contribute to the literature.

Throughout the late 20th to the first quarter of the 21st century, three strategies of pedagogical research have been developed in the field of educational and pedagogical sciences. These strategies have evolved in response to the issues addressed in dissertation research and involve the conduct of scientific inquiries through the researcher's activities. The strategies include experimental, comparative-pedagogical, and historical-pedagogical approaches. Currently, within the European context, stable methodological strategies for conducting research studies in the field of educational and pedagogical sciences have emerged. These strategies predominantly focus on experimental research utilizing quantitative characteristics to analyze the dynamics of the growth of a specific quality among the researched category of individuals. They also involve comparative pedagogical research aimed at presenting best educational practices from international experiences and implementing them in the education systems of other countries. Furthermore, there is an emphasis on the revitalization of historical-pedagogical experiences of a particular country to preserve national identity, affirm cultural values, and promote education and scientific values at the state level. The methodology of pedagogical research requires further substantiation and continuous updating of the conceptual-terminological apparatus, which cannot be considered narrowly and should develop within the confines of a single subject area. Interdisciplinarity in scientific inquiry becomes an objective necessity. Psychopedagogy and digital pedagogy as scientific disciplines in the 21st century acquire special significance and are promising in online research. Ukrainian and Polish researchers have significant experience in crystallizing contemporary methodological strategies in pedagogical research. Joint scientific discussions between them contribute to the development of methodological pluralism, openness in research space, and interdisciplinary scientific exploration, taking into account traditions and innovations in the field of educational sciences. This collaboration also plays a role in affirming the development of pedagogical sub-disciplines in the context of open science and the digitization of research content.

Readers of this journal usually do not have to be convinced any more that teaching and learning science with history and philosophy of science (HPS) might be beneficial on several levels. Plenty of articles have commenced with arguing for an extended implementation of HPS on different fields of science teaching like school science education, teacher training, vocational training and science museums. Nevertheless, advocates of HPS very often belong to the group of academic staff (like I do). Even though many authors have a background as science teachers, there are just a few who managed to stay close to the practices and realities of school science education after having adopted a position as a researcher. No wonder that bridges have to be built between the academic cultures of the advocates of HPS and those science teachers who might be willing to adopt many of the ideas about the role and benefits of HPS in science teaching, which often haven been put forward in this journal. The project HIPST aimed at such a bridge building activity. Ten partners from seven European countries as well as Israel contributed to the project between 2008 and 2010. We started from the idea that an effective implementation of HPS in science education has to be supported by particular activities, knowledge and materials. Activities should contribute to connecting different stakeholders in the field of science education and HPS like science teachers, teacher trainers, historians and philosophers of science, curriculum developers, experts for science museums and school science administration. For the sake of this objective, several national conferences in each of the participating countries and international meetings among project partners have been held. Knowledge from several fields of science, science education and teaching, history and philosophy of science should inform all activities and products of the project. It was assumed that this objective would be achieved best, if people with different expertise bring their specific capacities and perspectives into the project.

Education Epistemology – A Border Subject in the Context of New Social Sciences

This study examines the special education studies on science education in the ERIC database. The main facts to be determined in the content analysis conducted in this study are as follows: subject types of special education studies in the field of science education, change of preferred studies according to years, main objectives, research methods, sample sizes, data collection tools, research method, data analysis method, the types of disabilities of the individuals in the samples, the level of education of the participants, the types of techniques used in the analyses. The articles reviewed in the study were searched in ERIC databases. As a result of the search, 87 articles were examined within the scope of science and special education in nineteen journals. Tables and figures were used to make the findings more understandable. According to study results: It has been concluded that both researchers working in the field of special education and researchers working in the field of science education do not want to conduct science education studies with individuals with special needs; the special education studies mainly were conducted in the field of science and technology; the studies were mainly focused to STEM; it was determined that the most studies were done in the field of science education and the least in the field of physics, chemistry, and astronomy; "Quasi-experimental" and "Multiple design" methods were preferred the most among the quantitative research methods.

Background. In connection with the crisis noted by researchers in the system of training scientific and pedagogical personnel for higher and postgraduate education (one of the indicators of which is the low percentage of postgraduate students defending a PhD thesis), it is extremely important to study the problems of scientific leadership of postgraduate students. Objective. The study of the features of interaction of postgraduate students with their scientific supervisors, depending on the influence of socio-stratification factors, motivation for admission to graduate school and self-assessment of their capabilities in the successful defense of a dissertation research. Design. The article is based on the materials of a monitoring questionnaire survey of 803 postgraduate students of organizations engaged in the training of postgraduate students in the field of education sciences. The study involved students of postgraduate research organizations engaged in the training of postgraduate students in the field of education sciences, as well as pedagogical universities in Moscow and the regions of the Russian Federation. In this paper, the influence of socio-demographic and socio-stratification factors on the relationship between scientific supervisors and postgraduate students is considered. The empirical data were processed using the methods of mathematical statistics (statistical software packages SPSS and StatSoft Statistica). Results. The study showed the influence of socio-demographic and socio-stratification factors on the assessment of the features of interaction with the supervisor by postgraduate students. A special correlation analysis of the motives for admission to graduate school showed that there is a connection between the motivation of postgraduate students and the character of interaction with the supervisor. The connection between the features of interaction of graduate students with the supervisor and the availability of obtaining his advice with the confidence of postgraduate students in the successful defense of the candidate’s thesis is shown. Conclusion. The study allowed us to characterize a number of significant aspects concerning the socio-psychological features of the relationship between postgraduate students and their scientific supervisors. These include: the importance of the experience of working with the supervisor of the dissertation at the stage of writing the graduate work at university, as a special mechanism for recruiting in the field of science; the influence of socio-stratification factors on building relationships with the supervisor about the dissertation research; the influence of the graduate student’s involvement in the scientific activities of the supervisor on the motivation of training in graduate school; the influence of the availability of professional contacts with the supervisor on the confidence of the postgraduate student in the successful defense of his dissertation. In general, the research materials allow us to conclude that the relationship with the supervisor is an important indicator of the “social capital” that a graduate student acquires during his postgraduate studies.

Community‐driven science and science education: Living in and navigating the edges of equity, justice, and science learning

In this article, we present a valid and reliable instrument which measures the attitude of in-service and pre-service primary teachers toward teaching science, called the Dimensions of Attitude Toward Science (DAS) Instrument. Attention to the attitudes of primary teachers toward teaching science is of fundamental importance to the professionalization of these teachers in the field of primary science education. With the development of this instrument, we sought to fulfill the need for a statistically and theoretically valid and reliable instrument to measure pre-service and in-service teachers' attitudes. The DAS Instrument is based on a comprehensive theoretical framework for attitude toward (teaching) science. After pilot testing, the DAS was revised and subsequently validated using a large group of respondents (pre-service and in-service primary teachers) (N = 556). The theoretical underpinning of the DAS combined with the statistical data indicate that the DAS possesses good construct validity and that it proves to be a promising instrument that can be utilized for research purposes, and also as a teacher training and coaching tool. This instrument can therefore make a valuable contribution to progress within the field of science education.

The article deals with the results of the analysis of information and analytical support tools which help to improve scientific activity in the field of educational sciences. The processes of scientific activity in the field of educational sciences are considered, as well as classification of information and analytical support tools using in these processes are proposed. The benefits of open access electronic systems are singled out by the example of electronic professional edition “Information Technologies and Learning Tools” based on the platform of Open Journal Systems and published by the Institute of Information Technologies and Learning Tools of National Academy of Educational Sciences of Ukraine. The basic requirements to information and analytical support of scientific activity in the field of educational sciences are determined.

PurposeThe aims and pedagogies in the field of science education are evolving because of global sustainability crises. School science is increasingly concerned with responsible agency and value-based transformation. The purpose of this conceptual paper is to argue that perspectives and methods from the field of futures studies are needed to meet the new transformative aims of science education for sustainable development.Design/methodology/approachThis paper analyses some contemporary challenges in science education and gives reasons for introducing a futures perspective into science classrooms. The suggestion is illustrated by reviewing some results, published elsewhere, on future-oriented activities trialled within the European Union project “I SEE” and students’ experiences on them.FindingsRecent research has shown that future-oriented science learning activities, involving systems thinking, scenario development and backcasting, can let students broaden their futures perceptions, imagine alternatives and navigate uncertainty. Practising futures thinking in the context of contemporary science offers synergies through shared perspectives on uncertainty, probabilities and creative thinking.Originality/valueThis paper highlights the relevance of the futures field for science education. Future-oriented activities appear as promising tools in science education for fostering sustainability, agency and change. Yet, further work is needed to integrate futures aspects into science curricula. To that end, the paper calls for collaboration between the fields of futures studies and science education.

It has been recognised for some time that the effects of disadvantage are in place early in a child's life, and early intervention has become an established element of efforts to alleviate such effects. This paper describes the range of interventions that exist to address disadvantage among children in the birth to six age range in Republic of Ireland (RoI). The characterisation of early childhood care and education (ECCE) in Ireland has not heretofore been inclusive of all settings for children in the birth to six age group, with a demarcation existing between school and non-school settings. Such a demarcation is not tenable in the context of progress towards a cohesive, coordinated ECCE sector in RoI. It is most noticeable in the dichotomy that exists between the concepts of care and education. While the major policy papers over the past number of years have recognised that care and education are indivisible elements in a child's life, programme implementation has not, to date, reflected this awareness. This profile brings together information on categories of provision, programme implementation, funding streams and supporting structures. Following an introduction, the involvement of community/voluntary groups in service provision is considered. This is followed by a description of interventions emanating from three government departments: the Department of Education and Science; the Department of Justice, Equality and Law Reform; and the Department of Health and Children. While there appears to be general agreement here on the importance of intervention in the early years of a child's life, it is less clear what constitutes effective intervention in the Irish context. Coordinating all the efforts described across both statutory and non-statutory provision can only benefit our ability to offer real opportunities to children experiencing, or at risk of, educational disadvantage, provided that coordination is informed by indigenous research.

The purpose of this study is to examine educational research from Turkey published in international education journals with bibliometric analysis method. For this purpose, the documents published in journals covered by the Web of Science’s (WoS) SSCI, SCI-Expanded and AHCI indexes were reached. A total of 6312 articles were included in the analysis after the necessary exclusion criteria were applied for elimination. Descriptive analysis and bibliometric analysis methods were used to analyze the data. According to the analysis that are conducted based on the WoS citations of the reviewed articles, it is seen that the authors who work in the fields of educational technology and science education stand out in terms of productivity and impact. In terms of the institutions where the authors work, Hacettepe University ranked first regarding the number of articles and Middle East Technical University ranked first regarding the number of citations. According to the co-author analysis of institutions, it is seen that state universities that are based in Ankara form strong co-authorship ties with each other and with other Anatolian universities. Four major clusters emerged in the co-citation (author) analysis. The cluster located in the center of the map mostly consists of researchers working on research methods. The other dense cluster is seen to be composed of researchers focusing on educational psychology, measurement and evaluation, and statistics. It is seen that the third big cluster consists of researchers working on topics of self-regulation, motivation, self-efficacy, goal and achievement orientation and the fourth cluster consists of researchers working in the field of science education. The concepts that become apparent in the clusters emerged from the co-word analysis are student, education, attitude, technology, achievement, performance, science education, efficacy, teacher and knowledge. It is recommended that more detailed reviews of specific fields or subjects identified in this study should be carried out by field experts.

Purpose: Among the main objectives of the science curriculum are to raise individuals who research and question, to make theindividual realize the importance of safety in scientific studies and to contribute to applications in science. In line with this goal, inscience; it is important to bring students to the level of inventions and innovations by providing an interdisciplinary perspective toproblems by integrating them with mathematics, technology and engineering. It is possible for students to create products by usingthe knowledge and skills they have acquired, to determine how to add value to these products, and to create products from theirstudies by using the laboratory-based learning approach in science teaching (MEB, 2018). The aim of this study is to examine the studiescarried out in the field of science education on the Laboratory-Based Learning Approach in terms of some variables, especially betweenthe years 2010-2020.Design/Methodology/Approach: 144 studies were reached in the study. These studies consisted of 69 articles, 53 master theses and22 doctoral dissertations on laboratory-based learning approach. Document analysis method was used in this study. The obtained datawere analyzed with the descriptive analysis method and the results were given as percentage and frequency values.Findings: Scientific studies related to the Laboratory-Based Learning Approach in Science education were carried out mostly in articletype (48%), then in the type of master thesis (37%) and in the type of doctoral thesis (15%). In articles and postgraduate theses onLaboratory-Based Learning between 2010 and 2020, it was observed that the studies were mostly conducted in 2017 (13.2%) and atleast in 2020 (1.4%). However, it is seen that the studies on Laboratory Based Learning gained momentum between 2017 and 2019.Highlights: According to the results of this study; In studies conducted in the field of laboratory-based science education, it has beenobserved that quantitative research methods are often preferred. Publications in the type of articles are more than master's anddoctoral theses, the studies mainly focus on the subject of "The effect of various methods applied in the laboratory on laboratoryattitudes", that the most sample group in these studies are teacher candidates and the most preferred measurement tool is "successtest" It has been determined.