13 resultados para CSCL, Subject-Matter Knowledge, Pedagogical Content Knowledge, Learning Communities

em Universidade do Minho


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O desenvolvimento profissional dos professores de matemática, por meio de progra¬mas nacionais e formações contínuas, deve proporcionar experiências que envolvam investigação, pensamento, planeamento, prática e reflexão. No caso da tecnologia, não nos devemos focar nas ferramentas em si, mas no modo como são usadas pelos docentes em contexto de sala de aula. Existem taxonomias de atividades de apren¬dizagem baseadas no conteúdo assentes na ideia do professor como construtor do currículo, que, para integrar com sucesso a tecnologia educativa nas aulas, desenvolve o conhecimento pedagógico e tecnológico do conteúdo (TPACK), e apresenta-se a de matemática. Desse modo, reflete-se, por meio de vários estudos nacionais e internacionais, que as tecnologias deverão ser usadas pelos professores de acordo com objetivos, conteúdos e pedagogias específicas para terem um efeito positivo na aprendizagem dos alunos sobre as atividades baseadas no conteúdo que melhor se enquadram com essas tecnologias.

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Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

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Tese de Doutoramento em Ciências da Educação (área de especialização em Tecnologia Educativa).

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Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino

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Relatório de estágio de mestrado em Ensino de Música

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Acinetobacter bereziniae clinical relevance is starting to be recognized; however, very few descriptions of its carbapenem resistance currently exist. Here we characterize two carbapenem-resistant A. bereziniae isolates. Materials & methods: Isolates were obtained from environmental and clinical samples. Carbapenemases were searched by phenotypic, biochemical and PCR assays. Clonality was studied by ApaI-PFGE and genetic location for carbapenemase genes were assessed by I-CeuI and S1 hybridizations. Results: Isolates were not clonally related but both produced the exclusively Portuguese IMP-5, with the clinical isolate also producing an OXA-58. The carbapenemase genes were plasmid located. Conclusion: Our results emphasize the role of non-baumannii Acinetobacter species as important reservoirs of clinically relevant resistance genes that could also contribute to their emergence as nosocomial pathogens

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Tese de Doutoramento em Ciências da Educação (Especialidade em Desenvolvimento Curricular)

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Inspired by natural structures, great attention has been devoted to the study and development of surfaces with extreme wettable properties. The meticulous study of natural systems revealed that the micro/nano-topography of the surface is critical to obtaining unique wettability features, including superhydrophobicity. However, the surface chemistry also has an important role in such surface characteristics. As the interaction of biomaterials with the biological milieu occurs at the surface of the materials, it is expected that synthetic substrates with extreme and controllable wettability ranging from superhydrophilic to superhydrophobic regimes could bring about the possibility of new investigations of cellâ material interactions on nonconventional surfaces and the development of alternative devices with biomedical utility. This first part of the review will describe in detail how proteins and cells interact with micro/nano-structured surfaces exhibiting extreme wettabilities.

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Dissertação de mestrado em Direito Tributário e Fiscal

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Dissertação de mestrado em Ciências da Educação (área de especialização em Educação de Adultos)

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Relatório de estágio de mestrado em Ensino de Biologia e Geologia no 3.º Ciclo do Ensino Básico e no Ensino Secundário

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Undergraduate medical education is moving from traditional disciplinary basic science courses into more integrated curricula. Integration models based on organ systems originated in the 1950s, but few longitudinal studies have evaluated their effectiveness. This article outlines the development and implementation of the Organic and Functional Systems (OFS) courses at the University of Minho in Portugal, using evidence collected over 10 years. It describes the organization of content, student academic performance and acceptability of the courses, the evaluation of preparedness for future courses and the retention of knowledge on basic sciences. Students consistently rated the OFS courses highly. Physician tutors in subsequent clinical attachments considered that students were appropriately prepared. Performance in the International Foundations of Medicine examination of a self-selected sample of students revealed similar performances in basic science items after the last OFS course and 4 years later, at the moment of graduation. In conclusion, the organizational and pedagogical approaches of the OFS courses achieve high acceptability by students and result in positive outcomes in terms of preparedness for subsequent training and long-term retention of basic science knowledge.