Browsing by Issue Date, starting with "2025-05-09"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
- Portuguese Version of a Value Beliefs Scale: Psychometric properties among vocational secondary school studentsPublication . Pipa, Joana; Silva, Pedro Leite; Peixoto, FranciscoThe subjective task value (STV) aspect of Expectancy-Value Theory has recently gained significance in achievement motivation research. It posits that students are motivated to engage in a particular task due to its intrinsic value, attainment value, utility value, and perceived cost. More recently, these components have been divided into more specific facets. This study aimed to adapt Gaspard et al. (2017) value beliefs scale for Portuguese vocational secondary school students in the subjects of Portuguese and Mathematics. The confirmatory factor analysis conducted with 1859 students (Mage = 16.02) suggested that a hierarchical structure of STV fits the data adequately, with ten specific facets organized into four second-order components. Construct reliability, as well as convergent and discriminant validity, was also achieved. This instrument offers a useful tool for assessing students’ STV
- Challenges and potential in implementing STE(A)M in teachers’ practices: A systematic reviewPublication . Teixeira, Patrícia Bertolo; Rocha, Helena; Martins, CristinaThe potential of STE(A)M has been widely recognised in recent years; however, challenges have also been identified in the implementa- tion of this approach, making it important to deepen research into teachers’ practices. In this study, we conducted a systematic review focused on teaching practices within a STE(A)M approach, to under- stand what challenges and limitations teachers encounter, as well as the possibilities authors suggest to overcome them. The research question is: What are the challenges and potentialities of implement- ing the STE(A)M approach in teachers’ practices? This review anal- ysed articles indexed in the Web of Science and Scopus databases over the last eight years, following the PRISMA scheme. The 26 arti- cles examined highlight challenges such as time management, lack of resources and funding, limited guidance, gaps in teacher train- ing, difficulty integrating subject areas, issues implementing new technologies and obstacles imposed by school structures. In light of of these, the following proposals were suggested: placing greater emphasis on STE(A)M in initial and continuing teacher education, increasing support from schools and government bodies, encourag- ing collaborative work between teachers from different areas, adopt- ing innovative strategies and methodologies and offering a clearer conceptualisation of STE(A)M.