RCAAP Repository

This theoretical article aims to present a proposal methodological model, constructed from a research that analyzed the relationships between the creative processes of different professionals and modeling procedures (mathematics). The proposalThe model, called learning with modeling, is based on the theoretical ideas of Rodney Bassanezi and Maria Salett Biembengut. The results of the research that originated this paper was carried out with 10 professionals from different branches, their results encouraged the publication of this proposal theoretical results. Pathways to use as a pedagogical practice are modeling, through learning with modeling, in the search to develop creativity and communication, in order to value the student's culture and surroundings. As results the categories are presented: Intention - choice of the theme to be developed; Projection - familiarization with the subject, search for subsidies; Creation - preparation of first sketches and 'product' (model); Product - validation and evaluation of the model. Considerations and recommendations about education suggest ways of using learning with modeling as a pedagogical alternative for any year of schooling and discipline.

The National Professional Master in Physics Teaching (NPMPT) emerged as a Network Professional Master, focused much more on Physics content than on pedagogical and/or epistemological background. In the light of Bakhtin's thought, we envisage more than 200 works completed up until the middle of 2017 as a set of statements whose verbal and non-verbal aspects express different voices, responding and directing themselves to other utterances. The analysis was done by means of a mixed method integrating the Bakhtin’s analytical device, proposed by Veneu et al. (2015), to correspondence analysis (GREENACRE, 2017). When analyzing 208 works presented in the context of the NPMPT, we found that the articulation of the theoretical framework in the developed product is dependent on the formation and the research history of the advisors, and that work oriented by supervisors with formation or research history in the area deviates from the program general guidelines.

The research aims at building an educative playful material in alphabetic form and parody format, the medicinal plants´ ABC, in addition to that was created a playbook in order to promote science teaching, to complement the literacy process in students of 1st grade in a state elementary school, Japeri, Rio de Janeiro. Furthermore, it´s a qualitative case study, the tools used to collect the data were: participants’ observation and individual interview. The materials were built from students’ previous background knowledge and their preferences, taking into account the popular lore, therefore the material would be more appealing to its users. Lastly, we also created a material in which we believe might be thought provoking to teaching, mainly for those who teach basic levels, considering the possibilities of teaching scientific knowledge and literacy.

The controversial themes has been a way to highlight the link between science and social context to achieve scientific literacy. The aim of this research is to identify and characterize the perceptions of a group of university students about the controversial topic: relations between science and oppression. The method used was arts-based educational research, adopting the Theater of the Oppressed as artistic language. From collaborator’s perception, science can be used to oppress and the oppression through science is characterized by similarities with oppressions imposed by the work, the media and the education system. The results suggest discussions of science and oppression result knowledge growth about science and may result in positive attitudes towards science. And shows the profitability of arts-based educational research in science education.

Since the construction of professional knowledge is in constant and gradual development, the participation of teachers in a continued education process is essential for improving teaching practice. Supervising teachers participate in university-school interaction projects; however, few studies have investigated this subject. This study was conducted to identify the actions and the discourse of these teachers and also the possible influence of the University-School projects in the practice of each of them. We selected two teachers and analyzed the conduction of their classes at school. Teachers were interviewed after the conclusion of analyze. We have observed practices based on knowledge of experience, contradictions between the statements they made and the actions they developed in the classroom, tensions between normative and subjective, and also possibilities of making contributions from participation in the PIBID project even more significant.

This article presents some results from a Master's research on the performance of children with signs of Developmental Dyscalculia, using as one of the instruments for the evaluation, the Transcoding Test. The objective is to analyze the repotencialization of mathematical abilities related to numerical transcoding - TN, after the period of psychopedagogical interventions. The research took place in two moments: the evaluation of 13 children aged 9 to 12 years and reassessment of the children, after the period of 10 sessions of interventions. To analyze the results obtained, we followed the indicated in the literature of the test and the Student's t-Test was performed. From the numerical results, graphs and tables were constructed with the aim of illustrating the variations in the performance in relation to the abilities of each one of the children. After the analysis of the post-test, it was verified that, in general, the children presented improvements.

The contextualization from the everyday life is defended by documents and theoretical references of Mathematics Education and associated to the principles of Peasant Education, considering that it offers meaning and allows to value the reality of the students. However, the second philosophy of Wittgenstein indicates that different realities are languages games that have at the most similarities and not an immediate relation.  In this sense, this research sought to understand the relationships that mahematics teachers of a Rural school make between the realities of formal and everyday mathematics. Teachers highlight problems in their formations, both in relation to content and in discussions about contextualization, which appears more as a discourse. But beyond the discourse it is possible to perceive in teachers’ statements that by they understand that some contents are difficulty to contextualize, but they should not be deprecated.

Research on challenges in learning Mathematics demonstrates a variety of classifications, such as ontogenetic, didactic and epistemological, which have been highlighted by Brousseau. In addition, contributions from other researchers include emotional and linguistic challenges. In this light, we aim to characterize the Institutional Didactic Challenge based on elements that make up the institutional epistemologies present in the teaching of Mathematics, with a focus on fraction, to students of the first and second segments of elementary education. To achieve this goal, a qualitative bibliographic research was undertaken. The results of the research have confirmed a difference in the approach of teaching fraction between the two segments. This is referred to as institutional epistemology, which is presented as a didactic challenge in the learning of fraction among beginners of the second segment of elementary school. In conclusion, we propose didactic de-transposition as an alternative for addressing the challenges in the transition.

This article presents the elaboration procedures as well as the evidences of factorial validity and trustworthiness of the Basic Psychological Needs Measurement Scale: Autonomy, Competence and Belonging (EMNPB). The EMNPB has 26 items, whose likert-type response scale, that aims to evaluate the satisfaction of the basic psychological needs of high school students in didactic activities carried out in physics classes. The EMNPB was applied to a sample of 451 high school students from state public schools in Santa Catarina. The following psychometric analyzes were carried out: factorial analysis, with extraction of the main factors; internal reliability analyzes, means and standard deviation of the items that make up the factors; and Pearson's correlation between the factors. The structure found is composed of three factors similar to the theoretical formulation: Autonomy (α = 0.82), Competence (α = 0.88) and Membership (α = 0.81). The results indicate satisfactory evidence of factorial validity and reliability of the scores and make the EMNPB suitable for use in investigations that focus on the study of the basic psychological needs of students in physics classes.

This paper discusses the theoretical principles of the method of “ascension from the abstract to concrete” as a process of concept formation and develops a learning approach based on it. The notion of a germ cell is expanded to the genetic model when it is considered the conceptual system of the academic discipline and its use for modelling of a phenomenon. The design of the activities started with the determination of the genetic model for the phases of the Moon, that is, the set of concepts and relations that supports the explanatory model of the phenomenon. From this model, we elaborated and organized a sequence of five activities for primary education in which each of them reduced and synthesized a specific conceptual relation of the model. The intervention was evaluated through written records of the students. We conclude that the proposed activity provided opportunities for students to mobilize concepts and construct scientifically adequate models. In addition, we conclude that the genetic model can be viewed as a tool for the organization of teaching activity and can be a tool for planning learning situations.

No summary/description provided

No summary/description provided

The article analyzes the contributions of a continuing education course developed at the Museu da Terra e da Vida (Life and Earth Museum), aiming the promotion of the Scientific Literacy for initial years teachers of Mafra municipality public education (Santa Catarina State, Brazil). The study is characterized as a pedagogical intervention of qualitative nature, which uses the Discursive Textual Analysis methodology. Dialogues transcription and logbooks were used as sources to analyze the presence of scientific literacy indicators at non-formal spaces. Besides the Pedagogical emerging indicator, the following indicators were evidenced and characterized: scientific, institutional, social and aesthetic / affective interface. The course contributed to the articulation of the museum's activities with the school context, encouraging the improvement of science education in the early years, as well as scientific literacy and the means for its practice

No summary/description provided

No summary/description provided

No summary/description provided

This study sought to understand concepts of teaching-learning of didactic materials from the Institutional Scholarship biology subprojects of Introduction to Teaching, of the Federal University of Pernambuco. To this end, we undertook a documentary research, based on the selection and analysis of methodological proposals of didactic materials, designed to carry out teaching practices. We verified that the materials were based on prefixed procedural templates, that proposed to conduct the experience through confirmation or reproduction of scientific truths. Furthermore, the didactic materials revealed guidelines for knowledge reviews, in order to lead students to the rescue of questions from previous classes. These elements revealed the traditional concept of teaching-learning, corroborating the vision of the content and the disciplinary logic that are reflected in the curricular structure of the biology degree courses, where the understanding of science is based on the idea of objectivity, apart from the very subject that constitutes it.

Considering the importance of characterizing didactic strategies about Socioscientific Issues (SSI) to evaluate the proposals made in the context of the teaching of the natural sciences in basic education, we analyze SSI-based teaching proposals in the literature, through a systematic review of articles raised in national and international databases. In the 34 articles analyzed, we observed the definitions of SSI and reported difficulties, such as the resistance found, the lack of adequate materials, the deficiency in teacher training, and the difficulty of the students themselves. However, the work shows that SSI-based education contributes to the construction of a scientific education that is contextualized and in line with STSE education, helps in the formation of critical and sociopolitically active citizens, mobilizes other knowledge and dimensions of content, among other advantages. In this sense, understanding better about this literature, we will be able to delineate with better quality future projects in the area.

he education-science-technology (STS) movement has been advocating overcoming the technocratic decision-making model in social issues involving science and technology. However, by including more actors in decision-making processes on TC issues, to the detriment of the purely technocratic model, what would be the role of technicians? In order to address this issue, a joint work involving the triad was carried out: professional / specialist performance, technical knowledge as a whole and training processes of technicians / technologists. In this work, considerations are made about the supposed neutrality of TC, one of the pillars of technocratic decision-making models, as well as possible answers to the research problem expressed and discussed in terms of roles assigned to decision-making technicians. These were synthesized in six categories: 1) Scientific Knowledge: a necessary and sufficient condition, 2) Provide Relevant Information, 3) Provide Relevant Information and Evaluate TC Impacts, 4) Reorient TC Research Agenda, 5) Enable Membership Adequacy -Technique and 6) Search Solutions Together with the Community. The main theoretical contributions were Paulo Freire and references of the CTS movement with special attention to the Latin American Thinking in Science-Technology-Society (LATSTS).

O trabalho mostra os resultados apontados pelos alunos que concluíram o curso Análise Matemática I da Faculdade de Engenharia numa sala de aula virtual com a modalidade b-learning, a partir do projeto de pesquisa, "A Sala de Aula Virtual e as redes sociais como suportes no processo de aprendizagem do primeiro ano da Faculdade de Engenharia", credenciado perante o Conselho de Pesquisa da Universidade. A metodologia utilizada foi a pesquisa ação colaborativa e participativa. A abordagem teórica inclui contribuições da Antropologia, Psicologia e Ciências da Comunicação, que ampliaram a visão do uso das Tecnologias de Informação e Comunicação no ensino e aprendizagem. A avaliação incluiu as dimensões de análise: Competências pessoais no uso das TIC, e o material didático utilizado. O análise e posterior reflexão mostra a Sala de Aula Virtual como opção valida para motivar a aprendizagem dos alunos. A pesquisa ação colaborativa permite o desenvolvimento profissional de professores.