http://hdl.handle.net/10174/700 Sun, 05 Apr 2026 23:47:59 GMT 2026-04-05T23:47:59Z http://hdl.handle.net/10174/37062 Title: THINK4JOBS Critical Thinking blended apprenticeships curricula Authors: Mäkiö, Juho; Mäkiö, Elena; Pnevmatikos, Dimitriοs; Christodoulou, Panagiota; Payan Carreira, Rita; Georgiadou, Triantafyllia; Lithoxoidou, Angeliki; Spyrtou, Anna; Papadopoulou, Penelope; Papanikolaou, Anastastios; Ferreira, David; Rebelo, Hugo; Sebastião, Luis; Simões, Margarida; Antunes, Célia; Arcimavičienė, Liudmila; Poštič, Svetozar; Ivancu, Ovidiu; Kriaučiūnienė, Roma; Vaidakavičiūtė, Agnė; Dumitru, Daniela; Robert, Mihaila; Kappatou, Anastasia; Sechidis, Kostantinos; Amarantidou, Kiriaki; Arvanitakis, Ioannis; Doukas, Dimitrios; Antonogianni, Vasiliki; Auškelienė, Audronė; Rudienė, Asterija; Samukienė, Rita; Silva, Ruben; Margarida, Maximo; Miranda, Sonia; Busker, Wolfgang; Meinders, Andreas Abstract: The current Report namely, the third Intellectual Output (IO3) describes 12 Critical Thinking (CT) blended apprenticeships curricula. The development of these curricula was enabled and enhanced through the training that was carried out for Higher Education (HE) Instructors and Labour Market Organisation (LMO) Tutors (IO2). In this training, the participants learned how to promote, develop, support, and assess critical thinking of students in apprenticeships curricula, and how to use the Moodle software to develop a blended course. During this training, a common understanding between HE and LMOs was achieved on the methodology, design and delivery of CT blended apprenticeships curricula. This agreement was sealed by a joint Memorandum of Understanding between every pair of HEI and LMO partners per country. These memorandums specified a specific framework on the expected collaboration between HEs and LMOs for the design and development (IO3), and implementation and evaluation (IO4) of the CT blended apprenticeships curricula. University of Emden/Leer, Germany (HSEL) was the partner who led the delivery of the IO3. The objectives of IO3 were as follows: 1. Develop and describe 12 CT blended apprenticeship curricula developed in the disciplines of the Think4Jobs project partners: Veterinary Medicine, Teacher Education, Business & Economics, and Business Informatics. 2. Identify common CT aspects that are addressed in the CT blended apprenticeship curricula through University-Business Collaboration (UBC), regardless of the disciplines. To reach these objectives, 12 blended apprenticeships curricula were designed, developed, evaluated, and finally implemented as Moodle courses by pairs of HEI and LMO project partners. Based on the descriptions of these courses, common CT aspects that are addressed in the CT blended apprenticeship curricula were identified. The Critical Thinking Blended Apprenticeships Curricula (CTBAC) presented in the current report contribute to the existing research and literature in numerous ways. ● Firstly, they support and foster the cross-sectoral collaboration between Higher Education Institutions (HEI) and Labour Market Organisations (LMO). The participatory design and development of the CTBAC was established at IO2 and was further enhanced in the current Output, as the courses were established considering the state-of-the-art in the fields of pedagogy and the respective disciplines they addressed. At the same time, the curricula were enhanced as labour market experience and requirements were considered during the design and development of the courses. ● Secondly, these CTBAC provide the opportunity to the learner to engage with computer-supported collaborative and individual learning environments. Students could benefit from a synchronous and asynchronous peer-, group- and instructors led- feedback that aimed to facilitate their reflective thinking. Third, the CTBAC aimed not only to improve CT skills, but also to develop other soft skills that are essential for the labour market such as communication, collaboration, and time management. ● Finally, CTBAC have a potential for transferability, as they could be further exploited as “templates” for the development of courses that promote knowledge and transfer soft skills in other disciplines. Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/10174/37062 2022-01-01T00:00:00Z http://hdl.handle.net/10174/37060 Title: THINK4JOBS GUIDELINES A protocol for Critical Thinking transfer from curricula to labour market Authors: Payan Carreira, Rita; Rebelo, Hugo; Sebastião, Luís; Sacau, Ana; Ferreira, David; Simões, Margarida; Pnevmatikos, Dimitriοs; Christodoulou, Panagiota; Lithoxoidou, Angeliki; Georgiadou, Triantafyllia; Penelope, Papadopoulou; Spyrtou, Anna; Papanikolaou, Anastasios; Oikonomou, Anastasia; Dumitru, Daniela; Mihăilă, Robert; Badea, Liana; Minciu, Mihaela; Kriaučiūnienė, Roma; Ivancu, Ovidiu; Poštič, Svetozar; Arcimavičienė, Liudmila; Vaidakavičiūtė, Agnė; Mäkiö, Juho; Mäkiö, Elena; Silva, Ruben; Miranda, Sonia; Kappatou, Anastasia; Sechidis, Kostantinos; Amarantidou, Kiriaki; Arvanitakis, Ioannis; Doukas, Dimitrios; Antonogianni, Vasiliki; Auškelienė, Audronė; Rudienė, Asterija; Samukienė, Rita; Busker, Wolfgang; Meinders, Andreas; Maioru, Monica; Paun, Diana Abstract: The Intellectual Output 4 (IO4) reports the results from the implementation of the Critical Thinking (CT) Blended Apprenticeships Curricula (CTBAC) described in the third Intellectual Output IO3 [1], and it discusses the recorded gains in CT skills and dispositions in students enrolled in the piloting activities. A cross- and intra-disciplinary analysis, resulting from the comparison between the scores obtained before and at the end of the piloting CTBACs courses, provides support to the recommendations proposed by the partnership for the Critical Thinking Blended Apprenticeships Curricula implementation, which are gathered under the part III of this report: “THINK4JOBS guidelines for CT transfer from curricula to apprenticeships”. University of Évora (UÉvora), Portugal was the partner who led the delivery of the IO4. The objectives of IO4 were defined as follows: 1. Assess the changes in CT skills and dispositions associated with the implementation of 12 CT blended apprenticeship curricula as developed by the University-Business partnership for the disciplines Business Informatics, Teacher Education, Veterinary Medicine, and Business and Economics and the course English as a Foreign Language; 2. Use this data for a cross-disciplinary analysis; 3. Present the “THINK4JOBS guidelines for CT transfer from curricula to apprenticeships”. The CTBACs implementation was at the inception of these objectives. The implementation of these curricula was facilitated by the close collaboration between Higher Education (HE) instructors and Labour Market Organisation (LMO) tutors in creating the scenarios. The Moodle platform was used as a learning interface for CTBACs. The implementation of the new curricula occurred at the fall and spring terms of the 2021/2022 academic year. Albeit CTABCs will be repeated in the 2022/23 academic year, the analysis presented in here does not consider this. In total, 609 students were enrolled in the piloting activities, a larger number than the initially envisaged in the project submission (150 students) (Table 1). Still, not all the participating students responded to the questionnaires. Respondents that filled the pre- and the last posttest questionnaires represented 54% of the students engaging in the activities. A difficulty arose to reach the initially proposed numbers of control students (non-engaged in the pilot courses) since most courses were not offered in two different semesters and students did not accept to be left out of activities that they perceive of bringing some benefits for their success. Only the Greece and Portuguese partners succeeded in organizing a control group, even though the one for Portugal was of a small size. The gains in students’ CT skills and dispositions following the CTBACs implementation were assessed using a new instrument that merged two questionnaires [a short-form of the Nair’s Critical Thinking Self-assessment Scale (CTSAS) [2] developed for this specific purpose, and the Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS) [3], which was applied to the students before, during and after the interventions. The version of the instrument in the original language (English) was translated into German, Greek, Romanian and Portuguese, to be implemented by the partners. The two questionnaires were merged into one google form document, for commodity of the respondents and to ensure that both were filled at the same time. The validation of the instruments was performed using the answers gathered from all the linguistic versions of the questionnaires. The preliminary independent validation of both questionnaires showed that they represent a strong tool, with a good goodness-of-fit indices and a strong internal consistency. The invariance analysis confirmed that both the part of the instrument that assessed CT skills and the CT dispositions remained stable between countries, therefore supporting the quality of the instrument and of the translated versions used (German, Greek, Romanian and Portuguese vs. English). These versions represent additional added-value productions from the project. The cross-disciplinary analysis evidences the existing gains associated with the implementation of the blended curricula. Some baseline differences were found by countries, age and sex in the overall population for specific CT skills and dispositions. These changes may reflect the background cultural or experiential differences in students from the various disciplines/courses involved in the project [Germany (Business Informatics), Greece [Teacher Education], Lithuania (course of English as a Foreign Language), Romania (Business and Economics), and Portugal (Veterinary Medicine)]. CTBACs-related gains were more evident in skills than dispositions (ca. ten points vs. one point in the respective integrated scores), which may derive from the fact that it is more difficult to change attitudes (dispositions) in short-timed interventions than procedures. Moreover, even though the control groups were not possible for all the countries, when they existed results show higher gains in the integrated scores of CT skills and dispositions for students enrolled in CTBACs than in students engaged in the control group, particularly in the Evaluation, Inference and Explanation skills, and in the disposition Attentiveness. From the interpretation of the results gathered in the implementation of the blended apprenticeship curricula, the guidelines for implementation of CTBACs were prepared around the following steps: 1. Explain what you are doing – Explain to the students why critical thinking is a crucial competency in today workforce, and how it is understood and praised in a particular profession. Explicitly include the development of CT within the outcomes of your course. 2. CT training must be a continuous and pervasive process. – To succeed, an effort is needed across the discipline curricula to endorse students’ CT skills and dispositions; skills need training and dispositions require internalization of the desirable attitudes, so time and a combined effort at the disciplinary level are necessary to obtain more and consistent gains or positive changes. 3. Get time to do it – supporting the previous item, time is needed also at the course level to work on the proposed goals. Both students and Educators need to schedule the activities, so they have time to prepare, develop, and provide or receive feedback regarding the students´ performance, so the intervention leads to meaningful learning. 4. Get connected to reality – by presenting students with cases issued from situations professionals face daily, students’ motivation increases, and they perceive more positively the learning experiences. 5. Accept reasonable risk – development of critical thinking may benefit from presenting students with complex problems with uncertain solutions, where students are allowed to stumble, since failure (an incorrect decision-making) under a safe environment, allows students to think on the premises that drove to the error and corrective feedback from the educator plays a crucial role as a learning tool. 6. Reflect on CT skills and dispositions development – offer the students the opportunity to reflect on the changes on the way they reasoned through the situations or the attitudes they developed in order to increase the effect of the learning interventions and better cultivate reflective thinking about one’ experiences. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10174/37060 2023-01-01T00:00:00Z http://hdl.handle.net/10174/36368 Title: Conceitos fundamentais e terminologia anatómica aplicada ao sistema locomotor Authors: Faustino, A.; Romão, R.J.; Lança, M.J. Editors: Editora Imprensa da Universidade de Évora Abstract: Se é correto que a Morfologia do organismo animal se mantém, de certo modo, inalterada nos seus conceitos fundamentais e na descrição geral dos sistemas e aparelhos, também é lícito afirmar-se que os estudantes têm uma certa relutância e dificuldade na sua aprendizagem. Para eles, a morfologia descritiva é isso mesmo, um conjunto de conceitos e de termos complexo e demasiado vasto. Este problema agrava se na medida em que qualquer unidade curricular de Anatomia é ministrada nos primeiros semestres do curso de Mestrado Integrado em Medicina Veterinária. Tendo em mente esta situação, aliada aos anos de ensino de Anatomia, surge a ideia de uma pequena coleção pedagógica, acessível a todos, que integre a terminologia geral de cada sistema e aparelho, os conceitos fundamentais e a descrição dos sistemas e que seja complementada quer com imagens reais de osteologia e de disseção quer com protocolos laboratoriais de orientação para o estudante. Fri, 01 Jan 2021 00:00:00 GMT http://hdl.handle.net/10174/36368 2021-01-01T00:00:00Z http://hdl.handle.net/10174/33674 Title: Atlas de Lesões Macroscópicas em Ruminantes Authors: Mariano, Isabel; Branco, Sandra; Monteiro, Madalena Editors: LIDEL – Edições Técnicas, Lda. – Rua D. Estefânia, 183, R/c Dto. – 1049-057 Lisboa – Portugal Abstract: A necropsia permite que o médico veterinário, através da observação e interpretação das lesões macroscópicas, formule um correto diagnóstico e, consequentemente, possibilita a implementação rápida de adequada terapêutica e/ou de medidas profiláticas. A presente obra é única por apresentar as lesões macroscópicas das doenças mais frequentes no nosso país. Está dividida em capítulos respeitantes aos vários sistemas orgânicos, que integram a morfologia dos principais órgãos, as lesões macroscópicas em bovinos e em pequenos ruminantes, chamando também a atenção para as alterações cadavéricas e a forma de as distinguir de eventuais lesões. Inclui ainda um capítulo sobre algumas das intoxicações mais frequentes e um outro sobre a colheita e envio de amostras para laboratório, de forma a permitir que as amostras cheguem em boas condições. Este atlas, com uma riquíssima iconografia, é composto por registos obtidos no exercício da atividade médico-veterinária, tanto no contexto clínico como laboratorial e será um imprescindível guia prático para médicos veterinários e estudantes, sendo as suas imagens uma excelente ajuda na identificação das várias doenças dos ruminantes. Fri, 12 Nov 2021 00:00:00 GMT http://hdl.handle.net/10174/33674 2021-11-12T00:00:00Z