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 arte e a história da ciência num diálogo com o ensino da fisiologia: um relato de experiência(2017) Leonardo Rossi Hecke, Laura Salve Silveira, Michelle Júlia de Souza, Antônio Fernandes Nascimento JúniorThe development of pedagogical practices is an important requirement in the initial and continuing education of teachers. In this sense, this work aims to report the development and presentation of a class built through a non-expository methodology in the discipline of Biology Teaching Methodology at the Federal University of Lavras. This class had as its theme the History of the Study of the Human Body, in which the museum and the visual arts were used as pedagogical resources. After the activity, an assessment was made with the students about the class. The statements were categorized and analyzed, and through them it was possible to see that the activity had a positive contribution to the initial training of teachers.
- 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 dimensão social da educação ambiental(2010) RINK, Juliana; ROCHA, Maína Bertagna; FERNANDES, Rebeca Chiacchio AzevedoThe workshop “The social dimension of Environmental Education” was organized by us, graduate students of Grupo Formar-Ciências, Juliana Rink, Maína Bertagna Rocha and Rebeca Fernandes, based on a teaching experience lived in early 2009, during the offering of an elective course for the Pedagogy course at UNICAMP. Entitled ―Education and Citizenship‖, the subject was organized, comprising a set of Production Workshops in Science and Environmental Education teaching.
- ItemA educação ambiental na formação do gestor ambiental: uma experiência de estágio supervisionado(2014) TONHAN, Laís Regina; SIQUEIRA, Priscila dos Santos; RINK, JulianaThis is an experience report involving an internship situation at a charitable institution in Jundiaí, São Paulo, in which students from the higher course in Environmental Management Technology participated. The study aims to show the potential role of the environmental manager in activities related to this scope. The activities developed had as thematic axis the problem of water resources and were planned, elaborated and carried out with young people (10 to 15 years old), assisted by the institution in question. During the project, there was monitoring and analysis of the performance of ten trainees in the course, as well as a self-assessment of those involved, including the authors of the study. The results revealed the importance of Environmental Education (EE) in the formation of the environmental manager, the difficulties that the future professional faces in acting as an EE agent and the challenges faced in activities of this type, which are uncommon in the formation of courses in technology.
- ItemA educação ambiental no Brasil: panorama inicial da produção acadêmica(2008) FRACALANZA, Hilário; AMARAL, Ivan Amorosino do; MEDIG NETO, Jorge; ERBELIN, Thais SchiavinatoThe article presents the report of aspects of a research project in Environmental Education in Brazil, carried out by the Research Group FORMAR-Sciences of FE/Unicamp, with a focus on academic production, carried out in postgraduate programs in the country, consisting of dissertations and theses. It characterizes the importance of carrying out studies of the “state of the art” type, as a fundamental research genre for analytical studies of production. It presents preliminary research data highlighting the number of referenced works, their distribution by producing institutions and years of production.
- ItemA educação ambiental no tratamento dos resíduos(2021) ULIAN , Marcelo Henrique Santana; NASCIBEM, Fábio Gabriel; BIN, Renan de Souza; GOMES, Vinicius MiguelO estudo apresenta o planejamento de uma sequência didática, proposta para a disciplina
- ItemA educação ambiental que desejamos desde um olhar para nós mesmos(2010) TONSO, SandroIt presents a discussion on “Which Environmental Education We Want”, based on the reflection on a variety of literature in the field of Environmental Education. EE conceptions, currents or trends are revealed in articulation with the corresponding conceptions of the world and society that support them. It defends the perspective of an EE that effectively helps us to create and/or recognize spaces in which people and groups transform and, dialectically, transform the world, in a continuous and permanent exchange relationship that constitutes the symbiotic acts of educating and educating up.
- ItemA experiência da disciplina trabalhos de campo na formação inicial de professores de ciências(2014) BIZERRIL, Marcelo X. A.; COSTA, Elizabeth M. M.; OLIVEIRA, Anete M.The article describes the experience of the Field Works discipline of the Licentiate Course in Natural Sciences at the University of Brasília, and discusses it in the context of science teacher education. The subject was offered to 12 students, with weekly face-to-face meetings over a semester and a 5-day field trip to the Terra Ronca State Park, in Goiás. Students reported the positive impact of the field experience on their understanding on the teaching activity, on gaining confidence and encouragement to conduct future field activities, and on understanding the potential for socialization that the field presents in the relationships between students and teachers. We highlight the need for preparation for conducting field activities in the processes of initial and continuing education of science teachers, with special emphasis on immersing science teachers in the field.
- 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 experimentação em um projeto de extensão universitária: contribuições para a formação de professores de ciências(2013) ROTTA, Jeane Cristina Gomes; RAZUCK, Renata Cardoso de Sa Ribeiro; VIVEIRO, Alessanda Aparecida; PORTO, Franco de SallesThe integration of theoretical and practical aspects in the initial training of natural science teachers is a formative need present in many degrees and, in this perspective, an extension project based on the concept of university extension was proposed that considers the development of practices allied to theory. The aforementioned project has as its central theme the carrying out of simple and investigative experimental practices that can be developed by undergraduates in the absence of laboratories, as we know that this lack is a reality in most public elementary schools. The didactic methodology used is based on action-research, as it is more suitable for the teaching and learning dynamics proposed by the project. Undergraduates participating in the project reported presenting a more critical and adequate view of the role of experimentation in science education.
- ItemA física do olho humano, uma abordagem dos três momentos pedagógicos com uso de recursos sensitivos(2017) BORGES, Reginaldo; CORRÊA, HamiltonIn formal education, the teaching of optics is presented in a technical language with its content predetermined by textbooks and/or handouts. In an alternative contextualizing proposal, the investigation of the teaching of optics is reported in a differentiated approach in the construction of this knowledge, inspired by the liberating pedagogy of Paulo Freire, using the Three Pedagogical Moments (3MP) associated with sensitive resources (SR) as a methodological approach. . The pedagogical approach is developed in the pedagogical moments - Initial Problematization (PI), Knowledge Organization (OC) and Knowledge Application (CA) - with the theme "Anomalies linked to vision" as a structuring of the teaching/learning of optical content. The teaching was applied during the off-school period, with the participation of a group of approximately 15 students from the three years of high school. The results presented here are the contributions of the use of SR in the development of the PI moment and the learning provided to students.
- ItemA formação inicial e continuada de professores de ciências naturais e a extensão universitária da faculdade UnB de Planaltina(2019) SANTOS, Edeltrudes dos; FARIAS, Viviane; ROTTA, Jeane Cristina GomesThe initial and continuing training of Natural Science teachers is relevant for providing an improvement in the teaching and learning relationships of Science. The objective of this work was to report the performance of science experiments by undergraduate students of the Natural Sciences course who participated in an extension project, together with a science teacher from a public school in Planaltina. The methodology used was the collaborative research that supposes a co-construction process between the partners involved in the activities. It was possible to observe that the collaborative research provided an approximation between the theory studied at the University and the teaching practice at the School, allowing the undergraduates to experience the school environment while they are still students. For the school's teacher, the extension project has helped to make the classes more interesting, as well as in learning science content.
- ItemA história das revoluções nos campos da biologia e física e suas possíveis implicações para a educação escolar em ciências(2018) ROSA, Marcelo D’Aquino; TERRA, Carla NayelliSome episodes in the history of Biology and Physics were decisive for what we know today and directly influence the teaching issues of these curricular components. In the field of Biological and Physical Sciences, we have some crucial episodes for changes in scientific thought, permeated by debates between different currents, and the paradigm shifts involved issues of a political, social, philosophical and/or religious nature. The aim of this text is to discuss some of these episodes in the history of Biology and Physics, such as issues related to evolutionism, the origin of life and special relativity. In the end, we reflect on how much this issue is reduced and simplified in issues related to the teaching of Science and how the History, Philosophy and Sociology of Science could be better worked through teacher training to break these reduced and impoverished views in education school.
- 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 interdisciplinaridade em um curso de licenciatura em ciências naturais na visão de seus professores(2018) ALMEIDA, Caroline Santana de; ROTTA, Jeane Cristina GomesThis research aimed to identify the perception of a group of teachers from a degree in Natural Sciences about the interdisciplinary profile of this course. Teachers who teach pedagogical and specific disciplines participated in this research. Semi-structured interviews were conducted and the results indicated that teachers have different concepts about interdisciplinarity in the pedagogical context. For some teachers, interdisciplinarity has already been achieved in this course and for others not yet. However, many consider that more dialogues are needed for interdisciplinarity to really take effect in this degree. The survey also showed that there is a consensus among all teachers about the importance of interdisciplinarity in teacher education.
- ItemA interdisciplinaridade trabalhada de forma lúdica: gingana(2016) LONGO, Letícia Dias Candido; VIEIRA, Priscila Lizardo FariaThe objective of this work is to socialize an experience developed in a municipal public school in the interior of the state of São Paulo, which aimed to promote playful activities, inserted in a cultural and interdisciplinary contest. The activities promoted the development of the teaching and learning process beyond the classroom. We defend the need and importance of events that motivate students to stay at school in a pleasant and pleasant way. However, it is necessary to discuss the challenges of planning and organizing such motivating activities through the scavenger hunt, which encourage teamwork and mutual respect. Furthermore, we can observe the development in children of the ability to organize strategies in order to enhance logical and cognitive reasoning, develop socialization, awaken and encourage: pleasures, well-being, emotions, comfort. It is important to highlight that interdisciplinary activities like this one, mainly related to Science and Mathematics Teaching, arouse great interest on the part of students, contributing to the construction of a new world view for them.
- ItemA micologiano olhar de professores de biologia do ensino médio:uma pesquisa sobre o ensino de fungos nas escolas da região de joinville, sc(2021) SILVA, Érico Gomes das; ROSA, Marcelo D’Aquino; DRECHSLER-SANTOS, Elisandro Ricardoa problemática do consumismo e da geração de resíduos sólidos urbanos. A temática
- 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 origem do petróleo: uma aula no museu de história natural abordando o eixo temático tecnologia e sociedade(2017) PAULA, Augusto A. de; WOUTERS, Lídia; NASCIMENTO JÚNIOR, Antônio FernandesThe present work presents a pedagogical experience developed at the Natural History Museum of the Federal University of Lavras, within the scope of the Science Teaching Methodology discipline of the Biological Sciences degree course, seeking to understand how this dialogue between formal and non-formal education it can provide the construction of knowledge helping students in their comprehensive training. The practice consisted of a guided tour of the Museum and a video that discussed the issue of the implications of the origin and use of oil. At the end of the practice, students were asked to write an assessment that was used to analyze the work. Categorization, a method derived from content analysis, was used to verify the potential of this established dialogue. From the analysis, it was possible to perceive the effectiveness in the knowledge construction process and, in addition, the contribution of the activity in teacher education was noticeable.
- 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.