Ciências em Foco
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A revista Ciências em Foco é uma publicação do Grupo de Estudos e Pesquisas FORMAR-Ciências, da Faculdade de Educação, Unicamp. Tem como objetivo divulgar a produção acadêmica sobre Ensino de Ciências, Educação Ambiental e áreas ou campos correlatos. Veicula artigos inéditos ou traduzidos, relatos de experiência, resenhas, entrevistas, entre outros. Os textos podem estar em português ou espanhol. Público alvo: Professores, estudantes e pesquisadores. A submissão é aberta a qualquer interessado na temática com o fluxo contínuo.
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- ItemA avaliação das aprendizagens sob a ótica de docentes e discentes de uma instituição de ensino do interior de Minas Gerais(2017) BITTENCOURT, Guilherme; ASSIS, Douglas; RIBEIRO, GiséliaThe assessment of learning is an essential process of teaching practice, as it should provide a diagnosis of the quality of work undertaken by the teacher and the student. However, evaluation is often reduced to a merely punitive and classifying tool. Therefore, students of the Licentiate Degree in Physics at IFMG-Congonhas undertook a research that aimed to investigate the conceptions of teachers and students on an IFMG campus regarding the role of learning assessment. The research was carried out through interviews with professors and students. For this, questionnaires were developed. It was found that some professors demonstrated that they conceive the assessment as an essentially punitive and classifying act. However, other professors have demonstrated that they conceive the act of evaluating as a continuous and procedural task that provides a diagnosis of the work undertaken by the teacher and the student. All students, however, demonstrated that they attribute a strictly classifying meaning to the purposes of the assessment.
- ItemA Experiência da Educação Tutorial na Formação de Professores de Ciências: A Implantação do PETCiências(2012) GÜLLICH, Roque Ismael da Costa; HERMEL, Erica do Espirito SantoThe proposal of PETCiências from the Federal University of Fronteira Sul - UFFS, aims at excellence in the training of undergraduates of the course through qualification in the professional area, which is training with emphasis on the central axes: Environment and Teacher Training. We are committed to a project that is centered on integrated formative activities of teaching, research and extension, in an interdisciplinary nature, bringing together Biology, Physics and Chemistry in an articulated way with themes in Science. Through PETCiências, we believe it is possible to strengthen and qualify the training spaces of the Courses involved: Degrees in Biological Sciences, Physics and Chemistry, as the program is a driving force that, by challenging undergraduates, tutors and teachers to think about improving the quality of training in a collaborative way, it also seeks to (re)configure the training processes, making them innovative, seeking to increasingly constitute a collective, critical, creative and autonomous profile in the licensors involved.
- ItemA influência da participação em projeto na formação inicial docente(2015) STUMF, Mariana Cristine Martins; ROTTA, Jeane Cristina GomesThe research developed in this work analyzed how the participation in projects, during graduation, can positively contribute to the formation of teachers in a Natural Sciences course. Graduates and graduates of this course participated in the research and answered questions about how they decided to participate in the project, activities developed and contributions to their teacher education. The results obtained showed that participation in projects enabled these undergraduates and graduates to know both about the school reality and about diversified pedagogical resources, facts that helped them in teaching practice.
- ItemA nova proposta curricular estadual de ciências para o ensino fundamental (ciclo II) – SEE-SP-2008: limites e possibilidades(2010) ROCHA, Eneida FerroOne of the VI ENFOCO Working Groups focused on the new Science Curriculum Proposal (PCC), related to Cycle II of Elementary Education, developed and implemented in all schools in the State Education Network by the São Paulo State Department of Education (SEE) at the beginning of the 2008 school year.
- ItemA participação dos alunos em sala de aula: um relato de experiência de um estágio supervisionado no ensino de biologia(2017) Pollyana C. A. Cardoso, Carolina de Souza Oliveira, Mariana B. FestozoParticipation in society has been incorporated into human life since the beginning of time, in subsistence practices, in religious cults, among other areas. Participation is also related to political practices, in the pursuit of rights and in the construction and monitoring of public policies. Throughout history, several social demonstrations were seen in the streets and in organizations, but through events that were significant in Brazilian society, such as the dictatorship in 1964, all forms of demonstration were barred. This moment had an influence in the following years, people were discouraged from participating in collective spaces that often cannot keep up. Thus, not always spaces for participation were also encouraged in schools and when they are, there are deep resistances to be overcome. With this in mind, this work seeks to analyze the participation of high school students in classes during a Supervised Internship in Biology experience, in a public school in Lavras-MG.
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- ItemAnálise da própria prática docente como estratégia reflexiva na formação inicial de professores de química(2017) JANERINE, Aline; QUADROS, AnaContemporaneity has demanded creativity, varied strategies, decision-making and the insertion of the student in the classroom dynamics from the teacher. In this work, we base ourselves on Schön (2000) and Nóvoa (2009) to deal with the reflexive process, seeking to value the inseparability between theoretical knowledge and teaching practice during initial training. The objective was to analyze how reflection on the practice itself contributes to the understanding of the teacher's role in the classroom. For this, we filmed the classes of four undergraduates, in an extracurricular internship, we analyzed these classes and shared this analysis with them, aiming to build the reflective process. We note that reflection on practice itself, anchored by contemporary theories of teaching and learning, provides opportunities for awareness and the possibility of transforming it.
- ItemAnálise dos conteúdos de hidrografia abordados em livro didático das escolas públicas do Estado de São Paulo(2020) CHARLES, Ralph; JOSÉ, Rafael Vinícius São; SOUZA, Ivonice Sena de; IGNÁCIO, Camila FernandaThe study of Hydrography is extremely relevant, since water is an indispensable element for the various forms of life present on the planet. Thus, this article aimed to verify how the 5th grade (6th grade) Geography textbook adopted in public schools in the state of São Paulo presents the contents of Hydrography. Therefore, this material was evaluated regarding the content covered, the design of Hydrography, consistency, gaps in the construction of concepts, clarity and adequacy to the level of education. The results showed that the conception of Hydrography is simplistic and fragmented, since the book is very brief. Many gaps and inconsistencies were found in the construction of concepts. Finally, the language presented is adapted and suitable for the age of the readers. However, the contents are presented in a reductionist way, lacking more detailed and contextualized information.
- ItemAnálise semiótica de uma imagem de resíduos sólidos urbanos para a educação ambiental(2017) PEDROZO, Robson Francisco; LABARÚ, Carlos Eduardo; ROSA-SILVA, Patrícia de OliveiraThe theme Urban Solid Waste (USW) has been highlighted in the most diverse media and has also aroused interest in social research, due to the high industrial production, the encouragement of consumption and, consequently, the exacerbated consumption, ruled by the capitalist system . Faced with this panorama that such theme demands, this work aimed to analyze an image produced by a group of students from the perspective of Charles Sanders Peirce's theory of interpretants. For this, a visual literacy process was developed with students from the 9th grade of elementary school of a public school in the city of Londrina/PR, during Science classes. The research database comprises video-recorded records and eight images produced by the students. From the analysis of one of these images, the predominance of emotional and logical interpreters is obtained. It is expected that this work will contribute to the discussion and reflection about MSW in the school environment.
- ItemAs imagens nos livros didáticos de biologia celular do ensino superior(2014) MELO, Jonas Both de; KUPSKE, Carine; HERMEL, Erica do Espirito SantoImages have been widely used to facilitate the learning of concepts in the classroom. The objective of the present work was to evaluate images from Cell Biology textbooks in Higher Education. Five books on Cell Biology, made available by the UFFS library, were analyzed. The images were classified into categories: Degree of iconography, functionality, relationship to the main text, verbal tags and scientific content. Images from the iconography category of the illustration type prevailed over diagrams, with a predominance of the photography subcategory. Regarding functionality, all images were informative. In relation to the text, the connotative subcategory prevailed. The verbal tags were relational and the content scientifically correct. In this research, it is clear that it is necessary to be careful with the use of images as a teaching resource, as they do not always fulfill their function. Teachers need to analyze them and adapt them to their teaching needs.
- ItemClassroom versus Moodle: um relato descritivo-comparativo a partir da experiência da construção de um curso on-line(2021) RUY, Rosimari; BELDA, Francisco RolfsenThis article presents an experience report that comparatively describes the formatting of the same training course for teachers in Environmental Education in two virtual learning environments, the LMS Google Classroom and Moodle platforms. Given the doubt about which would be the most appropriate for the development of the proposed course, we chose to build it in both, trying to verify the limits and potential of each one in order to decide for one of them at the end of the process. Throughout the article, we describe each stage of formatting the course according to our perceptions, illustrating them with screenshots of the respective screens. We concluded that both platforms meet the objectives of the developed course, but that Moodle is the most suitable when we consider that it is intended to reach a huge demand of course participants, bumping, however, into the need for a server that hosts it for free and without student limits enrolled.
- ItemClima e água: educação ambiental no ensino de ciências nas escolas públicas de Planaltina-DF(2019) TAMAIO, Irineu; SOUSA, Valdinei Silvano de; PIRES, Nádyla Nárley; SILVA, Lorena de Cássia Dias da; RODRIGUES, Rayssa SilvaThis text aims to discuss the pedagogical actions on the themes of Climate Change and Water, developed in elementary education in public schools around the Águas Emendadas Ecological Station, Planaltina/DF. The investigation was based on the analysis of pedagogical documents from the last five years and the way in which science teaching educators conceptually understand the relationship between Climate and Water, and how they develop the theme in the classroom. The research is based on the theoretical approach of Critical Environmental Education. Through the analysis of the Political-Pedagogical Projects of the schools, data were collected on the pedagogical actions of those located in the buffer zone of the Ecological Station. Of the 42 schools in the research area, 11 address the themes “Climate and Water”. The research showed that science teachers in this region do not integrate the themes of Climate, Water and Ecological Station in their pedagogical practice.
- ItemConcepções de progresso biológico em livros didáticos de biologia(2013) SANTOS, João Vicente Alfaya dosResearches already carried out on the teaching of biological evolution, whether with teachers or students, when they inquire about the evolutionary process, present similar results, such as that evolution would be a linear process, with a view to improving organisms or that it would have a purpose, that is, it would be progressive. In this article, we bring the formulations of Francisco Ayala and Stephen Jay Gould, with the aim of theoretically deepening the debate on the subject. We also seek to identify and characterize the possible understandings of biological progress in Biology textbooks selected by the National Textbook Program of 2012, using content analysis and starting from a priori categories, formulated by previous investigations on this issue. The analysis of the ten selected books evidenced the frequent presence of conceptions of progress, especially the categories of linearity and improvement. We discuss, at the end, possible implications of these results for the teaching of evolution.
- ItemConhecimento autorrenovador: manual de rebeldia(2020) DEMO, PedroThe article exposes the evolution of scientific knowledge, discussing how society has been using science to understand the reality around it as well as itself through the scientific method. When applied as a teaching object, through the authoring process, it assumes high relevance for the assimilation and learning of content. On the other hand, it presents a critical and investigative analysis of the structural method of classes on which schools and universities are based, questioning the efficiency of the current system. The data presented pointed to a poor performance of graduates, attributed to Higher Education which, by not encouraging the authorial process in its undergraduates, makes the student a victim of a repetitive and memorized process, underestimating and even wasting knowledge in the classroom .
- ItemConstrucción de lenguaje científico en niños de preescolar, en torno al concepto de luz(2020) PEÑA, Ivan Dario Piernagorda; ÁVILA, Angie Viviana; CASTIBLANCO, Olga LucíaA qualitative intervention type investigation is presented. We work with preschool children around the phenomenon of light. We study the possibilities of enriching scientific language at an early age. A participant observation was developed analyzing the expressions of the children during the class, which was recorded in the observation grid and audiovisual recordings. The frequency of words used before, during and after each intervention was obtained. Activities were developed around light sources, shadow proportions and light decomposition. As teacher-researchers we prepare the class in a dimensional perspective of the didactics of physics. Evolution was evidenced in terms of the use of words with scientific meaning, as well as the identification of relationships between these words to talk about light. The high level of participation of the children in the class and the diversity of questions that arose was evident.
- ItemContribuições do PIBID - biologia da Universidade Federal de Lavras para a formação continuada de professores(2017) MELO, José Sebastião Andrade de; NASCIMENTO JÚNIOR, Antônio FernandesAmong the possible contributions of the Institutional Scholarship Program for Initiation to Teaching for the initial training of undergraduates, the incentive to the teaching career is highlighted. As for the contributions of this program to the training of active teachers, few reflections are found in the specific literature. The object of study chosen in this research was the action proposal elaborated by the Pibid team, a Biology subproject at the Federal University of Lavras. Through the documentary analysis of the final reports of the Pibid-Biology of UFLA in the years 2014 and 2015, we sought to investigate what were the contributions of this program to the continuing education of supervisor teachers working in the public basic education network in the municipality of Lavras- MG It was concluded that the program brought significant contributions to the training of these professionals, with emphasis on learning to work with cross-cutting themes in the teaching of biology and in environmental education practices.
- ItemDa universidade ao chão da escola: a saga do/a professor/a de ciências em início de carreira(2019) SOUZA, Haianne Santos; CAIXETA, Juliana Eugênia; LINHARES, Daniella FernandesNewly graduated teachers state that there is a reality check when they take up teaching positions in different schools. This seems to happen because the teaching profession requires the mobilization of cognitive, social, technical, ethical and aesthetic resources that challenge the newly graduated professional to position themselves quickly and dynamically in face of the diversity of phenomena experienced in the classroom. This work aimed to identify the experience of newly graduated teachers in a Licentiate in Natural Sciences at the beginning of their teaching activity. A narrative research was carried out with 12 newly graduated teachers. Data analysis allowed us to identify that an important problem faced by beginning teachers, trained in science, is entering the labor market. As for the teaching performance, the narratives pointed to knowing how to teach science, considering interdisciplinarity.
- ItemDesenvolvimento e aplicação de kits educativos tridimensionais de célula animal e vegetal(2009) FREITAS, Maria Estela MacielThis article reports an experience lived during the discipline Practices and Research in Biological Sciences Teaching IV, of the Licentiate Degree in Biological Sciences at the Federal University of São Carlos (UFSCar), for which we should develop a three-dimensional teaching material aimed at teaching of cell biology. Thus, some three-dimensional educational kits on animal and plant cells were made, tested and improved, aiming at characteristics such as interactivity, practicality, autonomy and low cost.
- ItemDidáctica de la matemática, educación matemática e investigación(2011) ESPINOSA, Alfonso JiménezIn this article, aspects of the historical trajectory of Didactics of Mathematics are presented, as well as the difficulties generated by the simplistic and reductionist view of the educational phenomenon, which leads to the conception of Didactics as an area of study that seeks only effectiveness in student learning. Then, a proposal is presented in which the teacher plays the role of “mathematics educator”, which requires him to have a broad vision of the educational fact, in addition to the need to put into action the transversality of the curriculum. Therefore, the educator must be aware of the different forms of existence of Mathematics and its relationship with other areas of knowledge. At the end, trends and elements for research in Mathematics Education are indicated.
- ItemEditorial(2011) LORENZATO, Sergio ApparecidoIt is with satisfaction that we present, in this number 4 of the “Ciências em Foco” magazine, specific topics for the teaching of Mathematics aimed at students, parents, teachers, educational managers, teacher trainers, researchers in Mathematics Education and others interested in teaching Mathematics.
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