Telefone celular como recurso didático no ensino de física

Currently, there are several factors that suggest the need for the school to review their teaching practices: 1) the speed with which information and communication technologies - ICT are spread throughout society and in particular the increasing use of mobile phone by groups in school age;2) the scope and power of integrating ICT convergence of these technological resources, that can be used as teaching resources; 3) the fact that nowadays students grow up in a technological world and make their thought patterns operating in accordance with this reality, etc... In contrast, there are educators unrelated to the appropriation of ICT, presenting, in many cases, resistance to them. There is a incongruity between how individuals use mobile phones, for example, inside and outside the school. There are also educators, schools, public educational departments claiming to be against mobile phones usage; bills and laws regulating their use in educational space, etc... For these controversial aspects we have investigated whether cell phone use as a teaching resource practices mediator in Physics teaching. For this purpose, we developed an applied research with qualitative and exploratory approach about the objectives, adopting participant and the technical procedures. A documental and bibliographical research was taken. First of all, data were collected by e-mail, through a multiple choice questionnaire applied to private school teachers in southern Brazil, to identify the researched reality and develop teaching practices likely to be applied in the studied corpus. Then, such practices were applied in workshops located in Curitiba and Ponta Grossa cities, in Paraná state. During the application, data was collected by the researcher's field notes. Then, we recorded chats about the workshops from an instant message software (msn messenger), and we took photographic records. Data analysis was performed by triangulation. The results showed the need to enhance continuing education courses for teachers and the production of national academic literature, such as articles, dissertations, theses and books that explore the theme of the cell phone and its functionality in educational spaces as an educational resource mediator in the practices of teaching Physics. They are available in the dissertation defended in 2012, and now are also systematized in this book, organized as a final product of research conducted by the Graduate Program in Science Education and Technology UTFPR, Campus Ponta Grossa-PR.

Mapeamento projetivo, associação de palavras e escala hedônica como instrumentos de avaliação da percepção de produtos de pescado por crianças da rede pública de ensino

Brazil is a country that is characterized by its low consumption of fish. With consumption records of 10.6 kg/ inhabitant/ year, it is lower than the recommended by the UN, that is 12 kg/ inhabitant/ year. The regular consumption of fish provides health gain for people and their introduction into the school feeding is an important strategy for the insertion of this food consumption habits in a population. In this context, the objective of this study was to understand the perception of fish with children from the public school system through the technical Projective Mapping (MP) and Association of Words (AP); and evaluate the acceptability of fish derivative in school meals. In the first instance with the intention to better understand the perception of children from different ages about the fish-based products, Projective Mapping techniques were applied through the use of food figures and word association. A total of 149 children from three public schools from Pato Branco, Paraná State, Brazil, took part in this study. Three groups of children aged 5-6, 7-8 and 9-10 years old were interviewed individually by six monitors experienced in applied sensory methods. Ten figures with healthy foods drawings (sushi, salad, fruit, fish, chicken), and less healthy foods (pizza, pudding, cake, hamburger, fries) were distributed to the children, who were asked to paste the figures in A3 sheet, so that the products they considered similar stayed near each other, and the ones considered very different stayed apart. After this, the children described the images and the image groups (Ultra Flash Profile). The results revealed that the MP technique was easily operated and understood by all the children and the use of images made its implementation easier. The results analysis also revealed different perceptions came from children from different ages and hedonic perceptions regarding the fish-based products had a greater weight in the percentage from older children. AP technique proved to be an important tool to understand the perception of fish by children, and strengthened the results previously obtained by the MP. In a second step it was evaluated the acceptance of fish burger (tilapia) in school meals. For this task, the school cooks were trained to prepare the hamburgers. For the evaluation of acceptance, the hedonic scale was used with 5 facial ratings (1 = disliked very much to 5 = liked a lot). Students from both genders, between 5 to 10 years old (n = 142) proved the burgers at lunchtime, representing the protein portion of the meal. The tilapia derivative products shown to be foods with important nutritional value and low calorie value. For the application of the multinomial logistic regression analysis there was no significant effect from the age and gender variation in the acceptance by children. However, statistical significance was determined in the interaction between these two variables. With 87 % acceptance rate there was potential for consumption of fish burgers in school meals.