Um estudo de aplicação das teorias da expectativa e da ancoragem na motivação para o desempemho de alunos do ensino médio

This thesis presents a study on Tversky & Kahneman s (1974) Anchoring theory, and Vroom s (1964) Expectance theory in the context of education and students motivation. It is surveyed 424 students of a secondary and agricultural technical school in Brazil Northeast (EAJ). The survey form try to capture the Vroom s Expectance Theory constructs of Valence, Instrumentality, Expectation and Motivational Force, and also the Tversky and Kahneman Anchoring effect in terms of grade expected. The main findings suggest that the minimum grade required by the school is much strong in driving the students motivation and performance than the Expectancy Theory. It was found that the different grades required drive the students to pursue different grade in the same way

Construção e aplicação de uma sequência didática para o ensino de trigonometria usando software geogebra

The present study aims to analyze the potentialities and limitations of GeoGebra software on what concerns trigonometry s teaching and learning processes. Taking the present resources of public school from the state of Rio Grande do Norte, the research intends to answer the following question: Could we use the current conditions of public school and the Geogebra software to optimize the trigonometry s learning and teaching processes situation? . To make it a possible to answer the question above, a module of investigative activities was created and applied. The methodological intervention was made among second year High School students from a public school in Natal, RN. The theoretical reference of Mathematics Didactics was taken was a base, adopting the conceptions of Borba and Penteado (2001), Valente (1999) and Zulatto (2002, 2007) about the use of Information Technology (IT) on Mathematics classrooms. In order to create the investigative activities helped us to understand how the students make their constructions and their visual perception through the process of dragging images on the computer screen. Furthermore, the activities done with the GeoGebra software s resources facilitate the resolution of trigonometry situations

Um hipermídia sobre fases da lua para o ensino de astronomia a distância

The interdisciplinary nature of Astronomy makes it a field of great potential to explore various scientific concepts. However, studies show a great lack of understanding of fundamental subjects, including models that explain phenomena that mark everyday life, like the phases of the moon. Particularly in the context of distance education, learning of such models can be favored by the use of technologies of information and communication. Among other possibilities, we highlight the importance of digital materials that motivate and expand the forms of representation available about phenomena and models. It is also important, however, that these materials promote the explicitation of student's conceptions, as well as interaction with the most central aspects of the astronomical model for the phenomenon. In this dissertation we present a hypermedia module aimed at learning about the phases of the moon, drawn from an investigation on the difficulties with the subject during an Astronomy course for teaching training at undergraduate level at UFRN. The tests of three semesters of course were analyzed, taking into account also the alternative conceptions reported in the literature in astronomy education. The product makes use of small texts, questions, images and interactive animations. Emphasizes questions about the illumination of the Moon and other bodies, and their relationship to the sun, the perception from different angles of objects illuminated by a single source, the cause of the alternation between day and night, the identification of Moon's orbit around the Earth and the occurrence of the phases as a result of the position of observing it, and the perception of time involved in the phenomenon. The module incorporated considerations obtained from interviews with students in two poles where its given presential support for students of the course, and subjects from different pedagogical contexts. The final form of the material was used in a real situation of learning, as supplementary material for the final test of the discipline. The material was analyzed by 7 students and 4 tutors, among 56 users, in the period in question. Most students considered that the so called "Lunar Module" made a difference in their learning, the animations were considered the most prominent aspect, the images were indicated as stimulating and enlightening, and the text informative and enjoyable. The analysis of learning of these students, observing their responses to issues raised at the last evaluation, suggested gains in key aspects relating to the understanding of the phases, but also indicates more persistent difficulties. The work leads us to conclude that it is important to seek contributions for the training of science teachers making use of new technologies, with attention to the treatment of computer as a complementary resource. The interviews that preceded the use of the module, and the way student has sought the module if with questions and/or previous conflicts - established great difference in the effective contribution of the material, indicating that it should be used with the mediation of teacher or tutor, or via strategies that cause interactions between students. It is desirable that these interactions are associated with the recovery of memories of the subjects about previous observations and models, as well as the stimulus to new observations of phenomena

Ensino por investigação: contribuições de um curso de formação continuada para a prática de professores de ciências naturais e biologia

Normally initial teacher training has not been sufficient to provide all the tools for an updated and efficient teaching practice. It is presented here one of the ways of working the completion of the initial training through a course of continuing education. This course is based on inquiry teaching which is considered an important teaching strategy for science education. This kind of teaching enables improvement of students reasoning and cognitive skills, the cooperation among them, the understanding of the nature of scientific work, and the motivation to think about the relationship between science, technology, society and environment. For this dissertation a course of continuing education based on this approach was followed in order to evaluate which contributions it can bring to the teaching practice. The course was followed based on three stages: on the first there was a questionnaire and an informal interview; next it happened through participant observation with audio and visual aid; the third stage happened through semi structured interview. The collected information was analyzed based on Content Analysis. An inquiry teaching pedagogical material was produced for the course including some examples and applications of this approach. The aim of the material is that it can be a support for the teachers after de course. The results allowed seeing that the course was very useful, different from the traditional and the teachers that put the approach to use found it to be very positive. Thus it can be said that some of the teachers who participated will try again to apply it, try to contextualize more the teaching situations with the students day to day life, as well make them more active and critic. We can also gather from the study, that the inquiry teaching is a very different tool from what the teacher was taught and is accustomed to use and the theoretical comprehension, acceptance and practice change is a complicated process and demands time

Uma proposta metodológica do ensino da química para alunos da Zona Rural :O estudo do leite

La enseñanza desarrolló, así como los métodos y las técnicas de enseñar. Aquí el he/she piensa un método instrucción, en que el estudiante está más de un oyente simple: además la parte íntegra, él se llama para intervenir continuamente, mientras tocando una parte ancho, interactivo e involucrando, del contextualização del tema para ser trabajado -inclusivo, asocie día a día al his/her y contextual al programa de la disciplina de Química, hasta la manera como ese tema debe explorarse. La leche, el tema pone en correlación al origen del grupo de los estudiantes seleccionados, fue explorado, dentro de una visión sistémica, bajo el punto de vista de la composición de las propiedades de la industrialización y de la comercialización. Buscando prever los caminos de la construcción y organización del conocimiento de los estudiantes, se usó el modelo de administración mental de Antoine de La Garranderie y la teoría de aprender de Ausubel. El conocimiento de los estudiantes se supervisó antes, durante y al final de las actividades desarrolladas, práctica que permitió verificar la evolución y el nivel de asimilación conceptual de éstos con respecto al tema en el estudio. El análisis de los resultados obtenidos, después de la aplicación de una encuesta que contempla veinte asuntos, todo pertinentes al tema, demostró un nivel del uso sobre el promedio, lo que merecido la pena el método de enseñanza propuesta

Refletindo dificuldades de aprendizagem de alunos do ensino médio no estudo do equilíbrio químico

This research intends to identify the main conceptual mistakes committed by High School students when studying Chemical Equilibrium and also how the didactic books can influence in their formation. For the data - collecting we applied 150 questionnaires with 11 open questions e 4 restricted ones. Students from three different private schools in Natal-RN were used in this survey. The questionary about the book analysis tried to understand how the subject has been boarded, making it easier or not for the knowledge building. The books were chosen by being usually the most used ones at the chemistry classes in the schools in town. On the didactic book analysis we evaluated 12 items that tried to identify the clarity with which the books would bring up the subjects, the contextualization of the exercises, the analogies used, the amount and the quality of exercises, the connections between the subjects, and the retaken of important concepts. The questionary given to the students tried to get their knowledge about the concepts related to Chemical Equilibrium. The main mistakes found were: the definition of the state of equilibrium in a chemical reaction, the constant, the double headed arrow, confusions between mass and concentration, the representation of a microscopic reaction in equilibrium, partial pressure and total pressure, and the function of the catalyser. The results demonstrated a lot of insecurity or lack of knowledge about the subject when it was realized that there was a big number of blank questions and a considerable percentage of questions with conceptual errors. We concluded that those errors could be eased or even avoided if the didactic books and the teachers boarded the contents in a more conceptual form with the application of a largest number of good quality exercices, watching the building of definitions by the students, avoiding this way the formation of wrong concepts

Mecanismos de coesão referencial na produção escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Mecanismos de coesão referencial na produção escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Autoria e escrita: uma reflexão acerca do autorar em memórias de leituras de alunos de 9º ano do ensino fundamental

This paper presents results concerning studies conducted during the master's research in the area of Applied Linguistics of the Graduate Program in Language Studies - PPgEL, linked to the Federal University of Rio Grande do Norte. We approached this study the question of authorship, which has gained ground increasingly important in academic research, because the act of authoring, in view of the amount of circulating discourses socially, becomes increasingly questionable. We understand authorship as related to a positioning of the subject than to take responsibility, in the Bakhtinian sense, by its text, it makes their views, ideologies, beliefs and values, from ownership and restructuring of the speech of others. This research is methodologically inserted in a qualitative, interpretive in nature and has a corpus analysis of the ten productions written memoir genre of readings produced by students in 9th grade in elementary school. Research aimed to analyze the students' written productions held in the school environment, to identify these texts marks or evidence of authorship and investigate how the restructuring of ownership and voices of others in the process of authoring. We adopt a concept of language from bakhitinianas concepts and understand the text in a vision Geraldiana. The analyzes in this study showed that in most texts there is the strong presence of voices of others, either implicitly and/or explicit. That is, students, to build their sayings, if embraced the voices of others in various formats, in particular styles, namely, by what Bakhtin names as linear style and pictorial style. Some proved his statement highlighting their positions through direct quotes from authors of books, family, teachers, showing us that their voices are filled with voices of others with whom they approve, deny, analyze, think and reflect. We therefore conclude that students were constituted as subjects of their texts, authors, since they leave marked the voices of others so presentified and restructured voices of others who do not actually sounded like voices of others, but as present voices from a discursive restructuring producer

Vozes sociais em diálogo: uma análise bakhtiniana dos diários de leituras produzidos por alunos do ensino médio

The work aims to analyze high school students utterances, in reading diary discursive genre, starting from the language concept proposed by the Bakhtin Circle. The genre in question has peculiar characteristics which justify its choice for this work, especially with regard to subjectivity marks, that reveal, through the ideological clash, positions on various issues. From the utterances selected for the corpus, categories were created, during the research, according to the guidelines of Guba and Lincoln (2006), Mazzotti and Gewandsznajder (1998) and Amorim (2002), for whom the research in human sciences cannot be based on pre-established categories. We consider diary as a discursive genre (BAKHTIN, 2010a), which carries the characteristics of composition, style and content. Other concepts of the Circle, concerning to utterance, dialogical relations, social voices, responsiveness and exotopy also formed the basis for the study. Moreover, during the analysis of the utterances that compose the corpus of research, we used the concepts of discursive polemics (BAKHTIN, 2010b) and Framework (2010a). At the end of the research, we realized that the assessment situation of students, the fact that they are in an institution whose policy follows national documents, based on diversity and plurality, and live together in a classroom space where there are differences of social class, age, and finally, different realities, were not sufficient factors for this diversity be well accepted in their positions. Thus, their utterances bring voices that demonstrated a difficulty in accepting others that are different from themselves. In view of this, we conclude that teachers need to be prepared to handle these discourses, creating strategies for mediating these dissonant voices, with which must make contact every day at school

Acionamento de frames e esquemas no processo de construção de sentidos no padrão discursivo charge por alunos do ensino médio

Our research has as goal to describe and analyze the main processes related to the activation of conceptual domains underlying the comprehension in the discourse pattern cartoons by the students of third grades of high school, at Professor Antonio Basílio Filho School. Theoretically, we are grounded on assumptions of Conceptual Linguistics, whose interest analyzes our cognitive apparatus in correlation with our socio-cultural and bodies experiences. We intend to check how is the process of meaning construction and integration of various cognitive domains that are activated during the reading activity. That s why, we take the concept of cognitive domains as equivalent to the structures that are stored in our memory from our sociocultural and corporeal experiences and they are stabilized, respectively, through the frames and schemas. The activation of these conceptual domains, as evidenced by our data, supports the assumption that previous knowledge from our inclusion in specific sociocultural contexts, concurrently with the functioning of our sensory-motor system are essential during the construction activity direction. With this research, we still intend to present a proposal confront the expectations of responses produced by students from the activation of frames and schemas with our predictions

Conectores sequenciadores e e aí em contos e narrativas de experiência pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and AÍ, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and AÍ in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and AÍ in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

A água nossa de cada dia : percepção, uso e predisposições comportamentais de alunos do ensino médio de Natal, Rio Grande do Norte

Embora a escassez de água seja reconhecida como um dos principais problemas mundiais a ser enfrentado pela humanidade, padrões comportamentais ecologicamente insustentáveis ainda persistem. Assim, o objetivo deste estudo foi analisar determinantes do comportamento pró-ambiental relativo à água, bem como os significados que lhe são atribuídos por alunos do ensino médio do Centro Federal de Educação Tecnológica do Rio Grande do Norte, em Natal. Compuseram a amostra de conveniência 315 estudantes, 146 mulheres e 169 homens, que responderam a um questionário sobre uso e percepção da água, contendo também indicadores de pró-ambientalismo, cuidado ambiental, desenvolvimento sustentável, perspectiva temporal, externalidades e coletivismo, além de inquérito sócio-demográfico. Para os participantes, água é sinônimo de vida, muito embora a relação que mantém com ela parece dúbia e, muito mais funcional que ecológica; consideram-na um recurso finito, um patrimônio indispensável à vida, contudo não foi observada coerência entre as concepções manifestadas e os comportamentos auto-relatados de uso da água. Os resultados encontrados apontaram preditores importantes do comportamento pró-ambiental relativo à água: sexo do respondente, Escala Novo Paradigma Ecológico e deixar forma de contato para participar de campanhas futuras. Seja para aprofundamento teórico em novos estudos, seja para auxiliar na elaboração de programas de educação ambiental, que poderiam contribuir para inibir os efeitos de uma cultura de consumo e de uma visão utilitarista da água, ampliando esforços individuais e coletivos para a preservação de bens comuns, como a água. Palavras-chave: psicologia ambiental; sustentabilidade; água; comportamento próambiental. x xi Abstract Although water scarcity is recognized as one of the main world-wide problems to be faced by human kind, ecologically unsustainable patterns of behavior still persist. Thus, the objective of this study was to analyze pro-environmental behavior related to water, as well as meanings associated to it by high school students of Federal Center of Technological Education of Rio Grande do Norte, in Natal. The convenience sample was composed by 315 students, 146 women and 169 men, who answered a questionnaire about use and perception of water, containing indicators of proenvironmentalism, environmental care, sustainable development, time perspective, externalities and collectivism, besides socio-demographic items. According to participants, water is synonymous of life, even though the relationship they present with it is ambiguous, much more functional than ecological; they consider it a finite resource, an indispensable life patrimony, however there was no coherence between such conceptions and the self-reported behaviors of water use. Results indicated three important predictors of pro-environmental behavior: sex of respondent, New Ecological Paradigm Scale and telephone/address left for eventual contact to participate in future environmental campaigns. They may be used in additional studies for theoretical development, or to assist in the planning of programs of environmental education, aimed at the inhibition of the effects of a culture of consumption and of an utilitarian perception of water, extending individual and collective efforts towards the preservation of common resources as water

A Água nossa de cada dia: percepção, uso e predisposições comportamentais de alunos do ensino médio de Natal, Rio Grande do Norte

Although water scarcity is recognized as one of the main world-wide problems to be faced by human kind, ecologically unsustainable patterns of behavior still persist. Thus, the objective of this study was to analyze pro-environmental behavior related to water, as well as meanings associated to it by high school students of Federal Center of Technological Education of Rio Grande do Norte, in Natal. The convenience sample was composed by 315 students, 146 women and 169 men, who answered a questionnaire about use and perception of water, containing indicators of proenvironmentalism, environmental care, sustainable development, time perspective, externalities and collectivism, besides socio-demographic items. According to participants, water is synonymous of life, even though the relationship they present with it is ambiguous, much more functional than ecological; they consider it a finite resource, an indispensable life patrimony, however there was no coherence between such conceptions and the self-reported behaviors of water use. Results indicated three important predictors of pro-environmental behavior: sex of respondent, New Ecological Paradigm Scale and telephone/address left for eventual contact to participate in future environmental campaigns. They may be used in additional studies for theoretical development, or to assist in the planning of programs of environmental education, aimed at the inhibition of the effects of a culture of consumption and of an utilitarian perception of water, extending individual and collective efforts towards the preservation of common resources as water

Pistas orgânicas: uma atividade lúdica para o ensino das funções orgânicas

Educational games can work as a complementary tool in teaching and learning chemistry, playing an important role in the development of the students cognitive structures, familiarizing them with certain conceptual content, which may arouse interest in the study of such content. In this work, we made an analysis of organic chemistry textbooks recommended by Programa Nacional do Livro Didático 2012, for high school students in order to verify the existence of methodological proposals using educational games. From this analysis, we proposed an educational game to be developed for students on 3º year of high medium and undergraduate chemistry, that are in 1º semester of the course, which is constituted of a tray and 48 letters, which work various concepts concerning organic functions, such as: structural characteristics, physical properties, chemical and properties diverse of the compounds used for the confection of the letters. The game was applied to a class degree in chemistry, period 2012.1 to a Federal Education of Rio Grande do Norte and a group of students of the 3rd year of the state schools of Rio Grande do Norte, in the period the months of April and May 2012. The analysis of the performance of the game proposed was made using visual observations, photographic records and testimonials of students who participated in the games. The instrument used for the data collection was the student questionnaire, which was similar for both groups, differing only in the amount of questions, because one of them had one more question. During application of the game it was observed that it constitutes a dynamic strategy in the teaching and learning of chemistry concepts, given that students actively participated in the classes as well, demonstrated more motivation in the construction of concepts, furthermore, it was possible to observe evidence of other possibilities of the game. This could be verified through visual observations and testimonials at the end of each game, by reading the answers to the questionnaires