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A ACTIO: Docência em Ciências é um periódico de caráter científico voltado à pesquisa em Educação de Ciências (Biologia, Física, Química ou Ciências) e em Educação Matemática, dentro da área de conhecimento Ciências Humanas e subárea Educação, para o CNPQ e na área Ensino e subárea Ensino de Ciências para a Capes e está organizada em três seções. A ACTIO destina-se a pesquisadores, graduandos, pós-graduandos, professores da educação básica, e público em geral que se relacionem às áreas indicadas anteriormente.
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- ItemPesquisa qualitativa e a abordagem fenomenológica: o percurso da professora pesquisadora Maria Aparecida Viggiani Bicudo(2018) SIMEÃO, Manuelle Pereira da Costa; MOCROSKY, Luciane FerreirAO presente texto trata de uma entrevista cedida pela professora Dra. Maria Aparecida Viggiani Bicudo durante o evento “Jornadas da Educação em Ciências e Matemática”, realizado pelo Programa de Pós-Graduação em Formação Científica, Educacional e Tecnológica da Universidade Tecnológica Federal do Paraná. Na entrevista a professora descreve e discute a sua trajetória acadêmica, bem como a sua relação com a pesquisa qualitativa na abordagem fenomenológica em Educação Matemática.
- ItemAs tecnologias de informação e comunicação no ensino de ciências: entrevista com o professor Marcelo Brito Carneiro Leão(2018) SANTOS, Matheus Lincoln Borges dos; ATANAZIO, Alessandra Maria Cavichia; FRANÇA, Halina dos Santos; PARANHOS, Marcelo; LEÃO, Marcelo Brito Carneiro; LEITE, Alvaro EmilioEste artigo tem como objetivo estimular a reflexão sobre a inserção das tecnologias de informação e comunicação (TIC) no Ensino de Ciências a partir da fala de um importante pesquisador dessa área: o professor Marcelo Brito Carneiro Leão, da Universidade Federal Rural de Pernambuco (UFRPE). A entrevista foi concedida durante o evento “Jornadas de Educação em Ciências e Matemática”, promovido pelo Programa de Pós-Graduação em Formação Científica, Educacional e Tecnológica (PPGFCET) no campus de Curitiba da Universidade Tecnológica Federal do Paraná (UTFPR), em novembro de 2017. Na ocasião, o professor Marcelo falou sobre sua trajetória profissional, o panorama da utilização das tecnologias de comunicação e informação no contexto pedagógico, o papel do professor nesse processo e algumas estratégias e metodologias de ensino aliadas à tecnologia. O professor destacou que a inserção das TIC em sala de aula não significa a melhoria do processo ensino-aprendizagem, tampouco a modernização da educação. Independente do recurso a ser utilizado na prática docente, é necessário que se compreenda que a escolha da estratégia didática é o mais importante. Para o uso efetivo de novas tecnologias no ensino de Ciências é necessária a reformulação dos cursos de formação de professores, que precisam preparar os docentes para a mediação do processo de ensino-aprendizagem com o uso das TIC.
- ItemUma sequência didática para o ensino de polígonos: o uso de materiais manipuláveis no quinto ano do ensino fundamental(2018) POLLI, Cileide Teixeira da Silva; FIGUEIREDO, Helenara Regina SampaioThis paper resulted from a master's research part on the development of the student's geometric thinking. The study focused on the study of polygons aiming to investigate the possible applications of manipulable materials for teaching Geometry in the 5th grade of elementary school. This is a qualitative approach in which we present the results of one of the moments when the didactic sequence on polygons was applied. The theoretical basis is based on authors such as Lorenzato (1995), who advocates the presence of geometry for teaching mathematics based on the argument that this knowledge must be built since child education, since it helps in solving everyday problems, which are often geometrized. The results point out the possibility that manipulable materials can potentiate the construction of geometric knowledge in students of the 5th grade of elementary school. In addition, it was found that the use of manipulable materials presents itself as a possibility to give greater meaning to the construction of geometric concepts, since they allow students to manipulate, compare, cut, search, observe and construct concepts. Evidence that this type of material facilitates observation and analysis by favoring the development of logical and critical reasoning, essential for the construction of different mathematical knowledge.
- ItemAtividade sobre sistemas de numeração baseada em informações históricas: uma proposta de ensino para os anos iniciais do ensino fundamental(2018) SILVA, Eliane Siviero da; TRIVIZOLI, Lucieli MariaThe article presents the results of a master's research developed in the Graduate program in Education for science and Mathematics of the State University of Maringá - UEM, concluded in the year 2017. The work intended to investigate the potential of the history of mathematics in early years of elementary education from the use of an activity on numbering systems. An activity was carried out with pupils of the fourth year of elementary school of a public schools located in the municipality of Moreira Sales – Paraná, considering properties of the Mayan, Chinese and Indo-Arabic numbering systems. Through this implementation we pursued to identify the pedagogical potentials of the history of mathematics described by Antonio Miguel and Maria Angela Miorim in the book " História na Educação Matemática: propostas e desafios " (2011) that were highlighted during the activity. Three categories of analysis were created related to the potential of the material worked for the teacher, for the student and for the teaching and learning process of mathematics. Some of the potential identified in the implementation were: the historical approach as a source of selection of sequences and appropriate methods of teaching for different topics of school mathematics; the historical approach also was shown as a search source, understanding and meaning for the teaching and learning of school mathematics nowadays. The activity implemented showed a pedagogical instrument with the potential to work with the numbering systems, as it enabled the pupils to work with the characteristics of each of the numbering systems, compare the similarities and differences among them, all this with the support of the hands-on material that made the activity more playful to students, in this way, the use of historical information was presented as an appropriate sequence of teaching for this mathematical topic
- ItemO cálculo de Maria: contribuições de um jogo interdisciplinar para o desenvolvimento da cidadania(2018) JENDREIECK, Céres de Oliveira; GUÉRIOS, EttièneThe purpose of this article is to present a review of a research that investigated contributions that an interdisciplinary educational game provided for the development of skills of the mathematics and geography subjects of students of the 3rd year of elementary school. The main theoretical references were Grando (2000, 2004), Machado (2001, 2006) and Moura (1992, 2010). The research developed was qualitative and interventional. The participants were 8 students enrolled in the 3rd year of Elementary School. For the development of the research, an interdisciplinary game was created by the researchers and validated by a team of education professionals. For the data collection, an initial activity was carried out, five games followed by five activities focused on solving problem situations arising from the game and a final activity. Systematic observation was performed in loco with subsequent production of narratives, filming of matches and activities after the game and records of the resolutions of the initial and final activities. For the analysis, a unique method was created for this research, with a triangulation of the instruments. In this article we will present a fraction of the results obtained and their discussions. It is concluded that the game, with its interdisciplinary characteristic, can help teachers in mathematics and geography classes, besides allying mathematical learning to learning values for citizenship, constituting an educational resource.