RCAAP Repository

Os ambientes virtuais de aprendizagem (AVA) ampliam as possibilidades e iniciativas de produção de cursos, disciplinas e atividades baseadas no contexto online.  Neste contexto, investigamos as percepções de alunos e de professores em ambiente real de aprendizagem desenhado para apoio a uma disciplina de Física presencial em nível universitário. Ele foi elaborado para ampliar a sala de aula presencial com base nos elementos do design instrucional (DI), adequação aos conteúdos e à diversidade de sujeitos presentes neste espaço. A análise é feita utilizando-se estatística descritiva simples e análise de conteúdo das respostas dadas a um questionário e a entrevistas aplicados pelos pesquisadores aos participantes da proposta. A avaliação demonstra que o DI cumpriu com seus objetivos. Os alunos e professores entendem a importância da utilização de diversos meios e recursos para apoiar o aprendizado, a flexibilização da sala de aula e a colaboração entre pares. Os resultados obtidos fornecem subsídios para o levantamento de questões acerca da utilização de AVA como apoio ao ensino presencial, particularmente para o ensino de Física.

A prática pedagógica dos futuros professores de Física continua sendo alvo relevante de pesquisas em educação científica. Nesse trabalho, analisamos os processos de problematização desenvolvidos por licenciandos de uma universidade brasileira durante os estágios curriculares de regência. A problematização é entendida como processo dialógico de desafio à leitura de mundo dos educandos. A partir de reflexões teóricas, destacamos três dimensões dos processos de problematização. A investigação foi desenvolvida na perspectiva qualitativa e utilizando gravações em vídeo das aulas de estágio de regência. Nos resultados da pesquisa, identificamos elementos na prática de ensino dos licenciandos que são próximos apenas da dimensão de Problematização do Conhecimento da Física. Esse fato evidencia a necessidade formativa quanto à capacidade de criar alternativas para as abordagens do conhecimento primeiro dos estudantes e para aplicação do conhecimento novo numa perspectiva problematizadora.

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Not a few critics of the epistemology of Paul Feyerabend. Many of these criticisms were met with surprise by the author himself, being fruits of misinterpretations of his epistemology by professionals, which he called professionalized incompetence. Among the critics of Feyerabend, some resort to a copy of the prestigious journal Nature in 1987 to provide ballast to his criticisms. In this example, Feyerabend was called the “worst enemy of science”. This paper will seek to examine the arguments which were used to assign such a nickname to Feyerabend, some repercussions and the arguments used by the authors of the journal article Nature match epistemology of Feyerabend or are configured in what he called professionalized incompetence. Some implications of this discussion for the teaching of science are also envisioned.

Based on the Cultural and Historical Activity Theory, this study aims to present and discuss some events happened during the course called Practices on Physics Teaching. This course is available at a Brazilian public university to third-year pre-service physics teachers. In this paper we focused on three months classes in which data were gathered by video recordings. We will show the genesis of the "lab guide activity"; the changes made by the professor and pre-services teachers after discussing the rules of the activity; and the new activity that emerged from the collective process among them. In the end we propose an initial model based on the activity system to improve the relationship between universities and high schools.

This study aimed to describe how students of the 8th grade of elementary school solve problems, based on the initial assumption that the argumentative capacity of students have influence on problem solving ability. We used a test's ability to solve problems and an interview for data collection with students of the 8th grade of elementary school. In the studied sample, as students have more elements that constitute an argument in its statements, it can achieve better levels in the problem-solving test. It was found reading difficulties and synthesis, which could lead to weaknesses in the understanding and application of various scientific skills. It presents as prospects the production of educational activities that promote the development of scientific skills and reading.

The purpose of this text is to interpret and disseminate some ideas of Timothy Lenoir from his case studies about developments, in the Imperial Germany and the Silicon Valley, which show that the scientific advancement might result from the dialogue between different actors: academia, industry, state; from the inseparability between theory and technique. Lenoir considers science as an interested activity, in which the instrumental and technical aspects are crucial for its development. He argues that the institution of scientific disciplines is, in many cases, associated to multiple social, professional, and industrial interests: the industries become users of scientific ideas and at the same time they contribute with products, techniques, and in the construction of research institutes; the university, in turn, contributes with the innovations that generate the creation of new technologically based enterprises. In that sense, it is not always possible to dissociate theory and technique, or basic and applied research. Sometimes, science and industry are “wall to wall” mutually contributing and generating development.

Investigates the Thematic Reduction process carried out during the construction of a didactic and pedagogical approach to science education in the context of a continuing education course with teachers in the municipality of Iguaí-BA. The information was obtained during this process Thematic Research and analysis was performed using the Analysis Text Discoursive, wherein the Theme Reduction was developed with reference to four phases selected a priori: a) alternatives of the problem and social environmental implications; b) structuring the school curriculum from the units and / or sub-units; c) selection of knowledge needed to understand the problem; d) classes planning based on Pedagogic Moments. Among the results, it is emphasized that the structure of the Thematic Reduction provided a conceptual and pedagogical analysis articulated with the generator Theme and stages developed in this process constituted discussions with the teachers , when it comes to contact with a curriculum based on themes.

The present work aims to investigate the activity of pencil-paper problem solving regarding the importance of providing students with moments of awareness about their knowledge, stimulation of monitoring, and exercise of control over actions. Particularly, the study seeks to assess academic performance of high school students in pencil-paper problem solving situations, guided by instructions that require them to recreate the title and illustrate the problem using their previous knowledge. The theoretical basis is linked to the introduction of metacognitive learning strategies as potential aid for students in understanding and solving Physics problems. The qualitative investigation seeks to analyze and compare two classes of the first year of high school - one class was instructed to use metacognitive thinking and the other one was not - regarding their academic performances faced with four classic kinematics problems. The results indicate that the didactic proposal involving the use of metacognitive learning strategies is more efficient in terms of student dialog with the problems presented aiming to solve them, and the number of right answers in the questions proposed.

This paper aims to discuss about comprehension processes by teachers teaching first-degree Function in an initial training, considering the use of software and involving the understanding of the concept, the didactic knowledge, the students’ comprehension and the way they learn such content. This discussion has derived from a case study considering the experience of a supervised training in a high school mathematics course in a public school. These experiences were recorded and transcribed, and were taken into account in the analyses as well as the planning. The analyses were grounded on authors such as Shulman, Tardif, Freire and Gauthier et al, who have addressed knowledges regarded as necessary to the teaching practice. This research has favored the reflection on how important are both the understanding of the concept to be taught and the methodology for the teacher to be able to establish processes of conceptual elaboration by the students.

The article aims to discuss didactic resources observed in the arithmetic of the Order and Progress series and of the Concordia series, basing on the cultural history. Those arithmetic were edited by the Evangelical Lutheran Church of Brazil for their schools in Rio Grande do Sul, in the first half of the 20th century. In the analysis of six arithmetic were observed: illustrations for intuitive construction of the concept of number and study of the fractions, units of the measures system, monetary system and commercial operations; proposals for utilization of concrete materials in the study of the decimal system, four operations with natural numbers, fractions, decimals numbers and units of the measures system. The authors used the strategy of employing didactic resources that were part of different contexts of the reality of students of the gaucho Lutheran parochial schools of the past century, with the expectation that the same appropriated of the mathematical knowledges.

This case study, conducted with two pre-service physics teachers who applied the active method Peer Instruction (PI) in their teaching practices, aims to investigate the conflicts and difficulties experienced; advantages and disadvantages perceived and how it influenced their attitudes towards PI. The main conflicts and difficulties faced by the pre-service teachers are related to students’ behavior during voting and to the choice of ConcepTests, belonging to PI. The responses of students to the ConcepTests were not effectively used as feedback by the pre-service teachers. Regarding the advantages mentioned by the pre-service teachers, stand out the discussion among students about Physics topics and the engagement of the students on their own learning; as disadvantages, the time needed for students to reflect about the ConcepTests and class time limitation for solving quantitative problems. Despite the current conflicts, the pre-service teachers have developed positive attitudes towards PI.

This article presents a historical research that has used issues of documents with regulatory guidelines in the fields of Health and Education, documents produced in Conferences and studies about Health Education with the purpose of arguing the relevance of the issue of Health in Education Training Programme for Teachers in addition to analysing if the regulatory guidelines for the Teachers Training are related to Basic Education Regulation regarded to Health. As Health since the end of the XIXth century is a real demand of the Basic Education to be dealt by Teachers daily teaching , focusing our joint thinking in Teacher Training from Natural History to Biological Sciences due to its importance for Health Education. The study indicates that there had been no dialogues between the Curricular Guidelines of Basic Education and the Training Teachers, only on current documents after the year 2000 it has been found some relationship between.

In this work were identified four well-defined preconceptions about the possibility of viewing the same lunar´s face from the Earth reference frame presented by university student’s beginners in a STEM course. They are the Moon without rotation (MNR), the Moon´s rotation as a counter justification (MWR), the synchronization between Earth´s rotation and Moon´s (ERD) and, finally, the confusion with the phases of the Moon (MPC). We present the learning outcomes from 77 students after independent use of an animation on the subject. They show that half turn out to correctly explain the phenomenon and about 40% remains with one of those preconceptions after intervention.

The present work discusses the educational needs of teachers of Chemistry in the context of inclusion of students with visual impairment. The sources of information are comprised of the survey of national productions including: periodicals, national events of Teaching Chemistry and Science Teaching and the dissertations and theses of graduate programs at the national level. In addition to conducting semi-structured interviews with three researchers in the area of Science Education in Brazil, which has productions focused on Inclusive Education. Data analysis was performed based on Discursive Textual Analysis methodology. We found that the teacher training process demands guidelines on respect for diversity, assessment and methodology, as well as knowledge about disability categories to propose adaptations in order to meet the diversity of students present in school institutions

We present in this article a an analytical device of the linguistic expressions based on reconstructive aspects of Habermas' philosophy and his interpretation of the theory of the speech acts, by Jonh Austin, as principal elements for the building this device. For this, we had reference in Jürgen Habermas's framework recommendations to understand how the communication process among teachers can influence their conceptions about their teaching practice. It is necessary because the conceptions of discourse and communicative action in Habermas reference could not be analyzed completely from the analysis methodologies commonly used in education and teaching researches. The characteristics of this methodology are discussed from data about an interactive process among physics teachers in a joint planning group.

This research aimed to bring to reflection the supervised training experienced as research. For this, a documentary analysis was carried out based on information present in forty-eight reports of observation stages and the notes taken during the meetings to discuss the stages in schools, it was investigated the physics teaching in secondary education in public schools in Teresina-PI. 1440 physics classes was watched in twenty-one different schools and were checked items as school infrastructure; materials, methods and techniques used during the lessons of the aforementioned curricular component; the profile of the student who attends this class; and the professional development of the trainee. The main results we perceived that the stage experienced as research provided the students contact the school and make them investigate and reflect, making them more suitable for teaching, giving grants to plan and deliver appropriate lessons to reality.

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