Naps in school can enhance the duration of declarative memories learned by adolescents

Sleep helps the consolidation of declarative memories in the laboratory, but the pro-mnemonic effect of daytime naps in schools is yet to be fully characterized. While a few studies indicate that sleep can indeed benefit school learning, it remains unclear how best to use it. Here we set out to evaluate the influence of daytime naps on the duration of declarative memories learned in school by students of 10–15 years old. A total of 584 students from 6th grade were investigated. Students within a regular classroom were exposed to a 15-min lecture on new declarative contents, absent from the standard curriculum for this age group. The students were then randomly sorted into nap and non-nap groups. Students in the nap group were conducted to a quiet room with mats, received sleep masks and were invited to sleep. At the same time, students in the non-nap group attended regular school classes given by their usual teacher (Experiment I), or English classes given by another experimenter (Experiment II). These 2 versions of the study differed in a number of ways. In Experiment I (n = 371), students were pre-tested on lecture-related contents before the lecture, were invited to nap for up to 2 h, and after 1, 2, or 5 days received surprise tests with similar content but different wording and question order. In Experiment II (n = 213), students were invited to nap for up to 50 min (duration of a regular class); surprise tests were applied immediately after the lecture, and repeated after 5, 30, or 110 days. Experiment I showed a significant ∼10% gain in test scores for both nap and non-nap groups 1 day after learning, in comparison with pre-test scores. This gain was sustained in the nap group after 2 and 5 days, but in the non-nap group it decayed completely after 5 days. In Experiment II, the nap group showed significantly higher scores than the non-nap group at all times tested, thus precluding specific conclusions. The results suggest that sleep can be used to enhance the duration of memory contents learned in school.

Naps in school can enhance the duration of declarative memories learned by adolescents

Sleep helps the consolidation of declarative memories in the laboratory, but the pro-mnemonic effect of daytime naps in schools is yet to be fully characterized. While a few studies indicate that sleep can indeed benefit school learning, it remains unclear how best to use it. Here we set out to evaluate the influence of daytime naps on the duration of declarative memories learned in school by students of 10–15 years old. A total of 584 students from 6th grade were investigated. Students within a regular classroom were exposed to a 15-min lecture on new declarative contents, absent from the standard curriculum for this age group. The students were then randomly sorted into nap and non-nap groups. Students in the nap group were conducted to a quiet room with mats, received sleep masks and were invited to sleep. At the same time, students in the non-nap group attended regular school classes given by their usual teacher (Experiment I), or English classes given by another experimenter (Experiment II). These 2 versions of the study differed in a number of ways. In Experiment I (n = 371), students were pre-tested on lecture-related contents before the lecture, were invited to nap for up to 2 h, and after 1, 2, or 5 days received surprise tests with similar content but different wording and question order. In Experiment II (n = 213), students were invited to nap for up to 50 min (duration of a regular class); surprise tests were applied immediately after the lecture, and repeated after 5, 30, or 110 days. Experiment I showed a significant ∼10% gain in test scores for both nap and non-nap groups 1 day after learning, in comparison with pre-test scores. This gain was sustained in the nap group after 2 and 5 days, but in the non-nap group it decayed completely after 5 days. In Experiment II, the nap group showed significantly higher scores than the non-nap group at all times tested, thus precluding specific conclusions. The results suggest that sleep can be used to enhance the duration of memory contents learned in school.

Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente

The present paper analyses matters about the assessment in the context of the school organization in cycles. The complexity that involves the assessment turns it into a difficult subject, since the evidence that the model supported by the traditional approach contributes to foil the fulfillment of new continuous and wide-ranging assessment practices, that are coherent with a view of learning as a process established in the student-teacher-knowledge interaction. This paper has as guidance the following questions: How did the introduction of the teaching organization in cycles happen in Fortaleza/ CE? How far are the teachers prepared to the introduction of the cycles system, specially in the way of thinking and practicing the assessment? What are the teacher s involvements with this project and with the continuous assessment in the cycles? What meanings do the teachers give to the assessment in this project? Therefore, were determined as objectives: to comprehend the meanings attributed to the learning assessment by the teachers in contact with the cycles in Fortaleza/CE; to identify assessment practices that are closer to a less qualifying perspective, more related to the students learning and to the educational intervention in order to improve this process. The methodological orientation chosen was based on the presuppositions of the comprehensible interview, with reference to the studies of the French sociologist Jean Claude Kaufmann, developed with 15 (fifteen) teachers of 15 (fifteen) schools of the state teaching system of Fortaleza/CE. It was considered, in the methodology, the word as a central fact in the consolidation of the object of study, what allows to conceive the teachers as active participants of this research and of the discussions about assessment. The analysis about the speeches in the interviews made possible to glimpse the meanings attributed to the learning assessment that are not related to the traditional paragon, in spite of the dilemma in which the participants of the research faced at the time of the introduction of the cycles in Fortaleza/CE. These meanings were created between the presence and the absence of the teachers knowledge that, in their way, interact with the changes caused by the obligation of the teaching organization in cycles, seeking a strategy of self-organization as a consequence of the search for new knowledge connected with the teaching

Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente

The present work concerns an auto-ethnographic study based on life experiences and reflections of an educator at Escola Viva Preschool and Elementary-Middle School, located in the city center of Natal, Rio Grande do Norte. As a cognitive model of operation, we use the metaphor of the Circle Dance. The objective of this study is to identify, interpret and describe the ludopoetics that are achieved through a Musical Education program, which we denominate, Humanescent. The data of this investigation was derived from the music making by Preschool and Elementary-Middle School students at Escola Viva during 2007, 2008 and 2009, from which 20 learners were selected to form the corpus, along with the description and interpretation of photos of their experiences and sand tray scenes. We justify the methodological systemization of the research based on our own pedagogical practice, which supports Musical Education in the schools based on the principals of Embodiment, Autopoesis and Flow. The methodological systemization was developed through an Action Research model and on the concepts of Systemic Development, with the goal of re-reading the context investigated through the structuring of categories of Ludopoesis: Self-esteem, Self-territory, Self-connectivity, Self-realization and Selfworth. We used an observant-participant research approach with regard to the perception of emergent knowledge, the surroundings, the experience lived and the contextual and vibration of the circumstances. Besides this, we used projection to interpret the experiences lived, in the form of drawings, short poems, letters or sand tray scenes as symbolic interpretations of experience. In the unfolding of the Ludopoetic Process (Selfesteem, Self-territory, Self-connectivity, Self-realization and Selfworth) we draw conclusions about the relevance of the ludic musical experience, which foments the formation of the self based on music learning, and which is demonstrated in the Embodiment of the learners. In the auto-formative process (of learners and educators) we observe the importance of pedagogical work based on Musical Humanescent Education that gives value to the music making path to the construction of music and performance in play, creativity, and sensibility. The experience of making music in a playful way allows for organization of the self and its autonomous production in the joy of living within a ludopoetic process. These findings highlight the educator as in a permanent state of selfformation, which generates moments of flow. However, in Musical Humanescent Education, music is learned collectively, doing a circle dance, experiencing love, fostering an expansion of the creative spirit, and giving recognition to playfulness as a necessary condition for education and to the value of music made with the true nature and sensibilities of the educators

Despertando responsabilidade social no ensino médio por meio de temáticas associadas à física nuclear

Many discussions about the role of the school are on the agenda, in an increasingly complex society. Sociologists, educators, anthropologists, researchers of different areas seek that role. The objective of this dissertation is to contribute what we can consider the central role for the physics teaching, citizenship training. We have elaborated a didactic proposal to increase the interest of high school students on issues of social relevance and, throughout it, to promote the formation of attitudes of social responsibility, enhancing the formation of a more politically and socially active citizen. For the preparation of the proposal, studies were made on education for citizenship and on attitudes change, using as its main theoretical foundation the researches on the Science, Technology and Society curricular emphasis. The teaching of Nuclear Physics was integrated to our proposal, due to its pedagogical potential for the discussion of social, political and economic subjects related to scientific concepts and associated technologies. The educational proposal we have produced was applied on a high school class of a private school at Natal-RN. It was composed from the controversial issue involving the installation of nuclear power plants in Brazilian northeast. The methodology of role playing, in which students assumed social roles and produced specific subsidies for a public hearing and a later referendum, both simulated. In the analysis of the implementation of the proposal, we highlighted the difficulties but also the possibilities and the relevance of exercising skills such as reasoning, finding information, and arguing about of social problems. The results of the research showed the possibility of meaningful learning on Nuclear Physics contents, through this social, political, economic, scientific and technological contextualization using a controversial and real issue together with mechanisms that trigger for greater popular participation, as public hearing. It has also been identified changes in attitude by some students about issues related to Nuclear Physics. We hope, through this dissertation, to contribute to the formation of future citizens as well as to the initiative of teachers-researchers with pedagogical aims similar to those in the present work

Vídeo-aula de história da matemática: uma possibilidade didática para o ensino de matemática

In this work we are disagreeing with the possibility of production and of the use of video-class for the disciplines of history of mathematics by the teachers of elementary e middle school as a way to contribute to the development of their classes. Our goal is to provide to the mathematics teachers the option of connecting social, scientific, cognitive, and didactic aspects of topics in math thoughts to their students. That shall be based in the presence of mathematics in the history of humanity. Thus, we consider possible that teachers and their students can link and relate mathematics to other sciences, education culture, and reflect about the many ways of represent them, as well as the patters of organization of nature and of culture. In this way, they shall be able to observe and interpret situations that involve mathematical questions associated to the various means of historic-epistemological studies already done by other researchers and scholars in the field of history of mathematics who works in creating video-classes. In addition to that, we can use all the available media in order to give edifying dynamics to the mathematical formulations established throughout history. In this sense, we are based and focused on the objectives, which are sustained by educational computer technology, techniques for video making, as well as mathematical teaching proposals and the historical inquiring made by Mendes (2001, 2009a, 2009b). The validating experimentation allowed us to conclude that the techniques we used in the production of the history of mathematics video-classes proved they to be valid ones. They are able to be executed with the minimum of technological resources. In addition, they have the same efficacy as far as classroom use

Mecanismos de controle do trabalho escolar em propostas de escrita narrativa em livros didáticos de português (1974-2009)

This essay aims at investigating the writing proposals of Portuguese textbooks (LDP Livros Didáticos de Português) for Middle School (EF Ensino Fundamental), from 6th to 9th grade, from the 70s to 2009. It aims to check, though the discourse reported in the Portuguese Textbook, the control directed to the practice of the teacher and the student to do in the teaching situations. Theoretically, we search for contributions that come from the Discourse Analysis of French filiation, so we can analyze the ideological constructions present in the discourse of the ―LDP‖ more specific lly the control directed to the te cher nd student the users of the book, in writing activities. It started from a corpus of 63 textbooks whereof the following steps were performed: a) mapping of the writing proposals contemplated in the ―LDP‖ of high school; b cutting in the selection of propos l ccording to the rese rch go ls intended (writing proposals of narrative texts). After mapping the writing proposals presented in the ―LDP‖ bout the criteri mentioned bove we re d the writing propos ls to ch rt the quantity of proposals of textual writing productions in each textbook (which usually follows a pattern : 12 chapters and, at the end, the writing proposal. Nevertheless, some books present 2 (two) or more writing proposals at the end of each chapter). We did a cutting in the corpus initi lly constituted 63 ―LDP‖ nd we selected 12 writing proposals of narrative texts presented in the ―LDPs‖ to present wh t we intend to n lyze. Then, we separated these proposals into two groups: 1) activities which present ―instruction guide‖ to be followed by the student; 2) writing activities that allow the student write with no need to follow a text pattern, i.e., which encourage authorship. By means of analyses, it was possible to demonstrate that, in the Basic School, generally, the writing practices concentrate, primarily, on copying activities, reproduction, rewriting and, in more advanced levels, in activities that which start from preset models, asking the students to produce text with similar themes, following the suggested structure. It is about ideals that are supposed to be followed and imitated by the students, depriving them to assume their authorship. In order to insert the student in the world of writing it s necess ry to go beyond the model of c nonic l texts pr ctice th t puts the students f r from the possibility to be ― uthors‖. In contr st to this tendency, we face, nowadays, proposals that prioritize the authorship, the creation of a style

Investigação da influência do cochilo na aprendizagem escolar

There is a known positive effect of nocturnal sleep for brain plasticity and the consolidation of declarative and procedural memories, as well as for the facilitation of insight in problem solving. However, a possible pro-mnemonic effect of daytime naps after learning is yet to be properly characterized. The goal of this project was to evaluate the influence of daytime naps on learning among elementary and middleschool students, measuring the one-day (acute), and semester-long (chronic) effects of post-learning naps on performance. In the Acute Day-Nap condition, the elementary students were exposed to a class and then randomly divided into three groups: Nap (N), Game-based English Class (GBEC) and Traditional English Class (TEC). There were 2 multiple-choice follow-up tests to evaluate students performance in the short and long runs. In the short run, the N group outperformed the other two groups; and such tendency was maintained in the long run. In the chronic condition, the middle-school students were randomly separated into two groups: Nap (N) and Class (C) and were observed during one academic term. The N group had increased school performance in relation to the C group. In the statistical analyses, independent t-tests were applied considering the scores significant when p<0,05, expressed in terms of average ± average standard error. Results can be interpreted as an indication that a single daytime nap opportunity is not enough to ensure learning benefits. Therefore, more research is needed in order to advocate in favor of a daytime nap as a pedagogical means of promoting enhanced school performance

O laboratório de ensino de matemática temático centrado nos instrumentos de navegação: uma proposta para o IFRN de Mossoró-RN

This work presents a proposal to build a Mathematics Teaching Laboratory (MTL) whose main theme is the study, construction and use of instruments for navigation and location of mathematical content in an interdisciplinary way approach, and develop a notebook of activities focused on navigational instruments. For this it was necessary a literature review to understand the different conceptions of MTL and its pedagogical implications. The methodology used was literature research, construction and handling of instruments, and pedagogical experimentation. Lorenzato (2006) highlights the importance of an environment and suitable for a professional who can do a good job instruments. The implementation of an LEM can find some obstacles. The lack of support from other teachers or the management, the lack of a suitable place to store the materials produced, the lack of time in the workload of the teacher to prepare the lab activity, etc. Even in unfavorable or adverse conditions, according Lorenzato (2006), its implementation will benefit teachers and students. The lack of teacher training in their initial and continuing education, to use materials, and the lack of manuals with lab activities are also mentioned as factors that keep teachers from MTL. With propóposito assist the teacher of elementary or middle school in building a theme MTL prepared and we are providing a notebook of activities that provides a didactic sequence involving History and Mathematics. The book consists of four accompanied by suggestions for teachers activities, however the teacher has full autonomy to adapt the activities to the reality of your school. Among the instruments of navigation presented in this study chose to build the quadrant due to its simplicity, low cost of material and great teaching potential that this instrument has. But a theme lab is always being built and rebuilt as it is a research environment