Efeito da azadiractina sobre Chaetosiphon fragaefolli (Cockerell, 1901) (Hemiptera: Aphididae) na cultura do morangueiro

O pulgão-verde Chaetosiphon fragaefolli é o principal inseto-praga da cultura do morangueiro. Neste trabalho, foi avaliado o efeito da azadiractina para o controle do inseto em laboratório e casa de vegetação. Os tratamentos avaliados foram a azadiractina (Azamax®, 100; 200 e 300 ml.100L-1) comparado com o tiametoxam (Actara 250 WG®, 10 g.100L-1), lambda-cialotrina (Karate Zeon 50 CS®, 80 ml.100L-1) e uma testemunha (água). Os produtos foram pulverizados sobre plantas de morangueiro da cultivar Aromas infestadas artificialmente em casa de vegetação. A azadiractina foi equivalente a lambda-cialotrina e ao tiametoxam no controle de C. fragaefolii desde que realizada uma segunda pulverização sete dias após a primeira. A persistência biológica dos inseticidas lambda-cialotrina e tiametoxam foi superior a 28 dias, com um controle de 75% da população de pulgões, enquanto azadiractina apresentou menor persistência biológica, controlando 70% da população por sete dias.

Bioatividade de nanoformulações de nim sobre a traça-do-tomateiro

O uso de plantas inseticidas é uma importante ferramenta para o manejo de insetos-praga. Visando ao controle de Tuta absoluta (Meyrick) (Lepidoptera: Gelechiidae), nanoformulações de nim foram avaliadas. Após a estimativa de uma CL50 para uma formulação de óleo comercial de nim, bioensaios de seleção foram realizados com 22 nanoformulações. Para isso, lagartas neonatas foram alimentadas sobre folíolos tratados com soluções das nanoformulações durante 10 dias. Com as duas nanoformulações mais promissoras, NC40 aquoso e NC40 pó (NC 40=nanocápsulas de Poli- β-hidroxibutirato), foi avaliado o efeito sobre o desenvolvimento e a longevidade do inseto. A CL50 para o óleo de nim foi estimada em 0,20% ou 1,31mgL-1 de azadiractina. As nanoformulações NC40 aquoso e NC40 pó afetaram o desenvolvimento do inseto.

A critical analysis on "Active Learning" in the light of Cultural-Historical Activity Theory (CHAT): Implications to Physics Education and to experimental activities as a particular case.

This is a research paper in which we discuss “active learning” in the light of Cultural-Historical Activity Theory (CHAT), a powerful framework to analyze human activity, including teaching and learning process and the relations between education and wider human dimensions as politics, development, emancipation etc. This framework has its origin in Vygotsky's works in the psychology, supported by a Marxist perspective, but nowadays is a interdisciplinary field encompassing History, Anthropology, Psychology, Education for example.

Hands-on experiments in the Practicum: repositioning student teachers' autonomy.

Following a worldwide trend, the Initial Teacher Education (ITE) Programmes in Brazil are recently searching for ways of integrating practice into curriculum. It raises question about what practice must be integrated and how. Notably, university-based courses are disconnected from school and have low commitment with school issues (Zeichner, 2009).The student teacher induction into school daily life is not an easy task, mainly when the practitioners are transforming physics classroom practice toward an active learning. Drawing on cultural-historical framework (Wolff-Michael Roth & Lee, 2007; Vygotsky, 1978) this study addresses the articulation between Practicum in Physics Classes and the Hands-on Experiments (HoE) used throughout the Practicum. Although in a different level, both Practicum and HoE are linked with an idea of practice. Particularly, this study focuses on how HoE might foster student teachers' autonomy and agency in the Practicum. Data was gathered in the course Practice of Physics Teaching at University of São Paulo/Brazil in 2010; in a cohort of 60 student teachers doing a year-long Practicum in urban school in São Paulo city. Data was analysed using qualitative research methods (Roth, 2005), based on 14 interviews and video records of the student teacher preparing the HoE for Practicum we will present in general lines the role of HoE for student teacher autonomy.

Representations as tools of appropriation, creating meaning through activities.

Based on some constructs of the Activity Theory (Leontiev, 1978), we point to the need to develop activities that reveal the meaning of representations. We examine use of representations in teaching and propose some suggestions. Shaaron Ainsworth (1999) asserted that, in order to learn from engaging with multiple representations of scientific concepts, students need to be able to (a) understand the codes and signifiers in a representation, (b) understand the links between the representation and the target concept or process, (c) translate key features of the concept across representations and (d) know which features to emphasize in designing their own representations.