Resolução de problemas geométricos: um estudo sobre conhecimentos declarativos, desenvolvimento conceitual, gênero e atribuição de sucesso e fracasso de crianças dos anos iniciais do ensino fundamental

Pós-graduação em Educação para a Ciência - FC

Ensino, memória e mídias virtuais: os passeios virtuais como possibilidade educacional de resgate da memória de bens culturais sob a ótica de professores de artes do ensino público

Pós-graduação em Educação Escolar - FCLAR

Características da base de conhecimentos de professores no ensino de biologia celular a partir de um curso de formação continuada

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Reliability of Web-Based Information in Inquiry Projects

This case study aims at identifying how a community of secondary school students selects web-based information and factors associated with the reliability of online reference sources during their collaborative inquiry (co-inquiry) projects. This study, conducted in a public secondary school in Brazil, focused on information literacy skills for collaborative open learning (colearning). The research is based on qualitative content analysis implemented on the online platform weSPOT. Although students are mindful of the importance of comparing different sources of information they seem not to be aware of reliability in online environments. Teacher's guidance is essential to support co-learners in developing competences, particularly related to critical thinking.

O experimento e o lúdico: reflexões sobre atividades didáticas experimentais para o ensino de Física e a ludicidade

In this work, is discussed the importance of experimental activities in Education of Physics in Basic Education from the experience of Supervised Stage and the work with the Initiation of Teaching in the Program PIBID CAPES, in this case linked to the Department of Education of the Institute of Biosciences, Campus Rio Claro, São Paulo State, in partnership with three schools of basic education in the city. At first, based on the work of Ferreira with Instrumentation for Teaching Physics, consider the electrostatic theme. The focus is the searching for equipments constructed with low cost materials and easy access. Were developed and promoted strategies of the use of such materials in Physics’ Teaching, with a view to reintroducing experimental teaching activities in Public Basic Education, in the form Workshop Learning and Teaching of Physics, as well as lessons of Laboratory with the help of script and also in the form of an Experiments Library. These experimental activities were critically analyzed with a focus on playfulness. The focus of work in experimental activities for the Physics’ Teaching allowed to redeem, critically, didactic materials. From the standpoint of playfulness, playful moments and interaction of individuals with the knowledge that provides the experimental material when used strategically, they seem to be of great relevance to the Physics’ Teaching in Basic Education. It is possible to use experiments in Physics’ Teaching in public schools

Psicologia do trânsito e competência moral: uma intervenção junto a alunos de um curso de especialização

Pós-graduação em Educação - FFC

As práticas pedagógicas e o desenvolvimento dos conceitos não-cotidianos na criança pré-escolas

This article discusses non-daily concept formation in children talking about contributions from historical-cultural theory, highlighting school learning and teaching mediation as effective instruments on the development of these concepts. The goal is to reaffirm the understanding that it is by teaching activity that children acquire cultural concepts that are necessary to their humanization process. It also discusses the opposition established between psychogenic understanding on the formation of non-spontaneous concepts and the perspective in this historical-cultural theory, lines of development of daily concepts and not daily ones, and finally highlights the assumption that school educative practices are universal and necessary forms for this development.

A perspectiva sociocultural e a formação de professores de línguas

This article aims to trace a historical development of language teacher education in Brazil and abroad, as well as to discuss the tenets of Vygotsky’s sociocultural perspective as a theoretical basis on which teacher development can be anchored in the contemporary world. Since learning to teach is now understood as a complex and long process of development, which results from the participation in social practices and contexts associated with teaching and learning, we intend to discuss how such a theory is in line with an interpretive view of reality and provides elements for the (re)construction and transformation of teaching practices. In this view, knowledge is understood as intimate and dynamically linked to experience, highlighting the role of human agency in our own development.

Variantes motivacionais de professores de língua Inglesa em um curso de formação inicial

This paper aims at discussing the relevance of student-teachers’ motivational variants in an English as a Foreign Language Teacher Education course whose syllabus proposes, since the beginning of the program, the development of students’ proficiency in the target language aligned to EFL teacher education theories. In addition, this study also intends to comprehend how this course structure has been developed, verifying how prospective teachers react towards its proposal. Results indicated relevant aspects related to motivation, since from all participants, many declared their interest in following the teaching career while others revealed interest in developing their English language skills, which indicates that both needs and expectations of these groups seemed to be attained, favoring their motivation to language learning and teaching.

Contradições no uso de tecnologias em contexto de estágio de um curso de Letras: o professor de inglês em formação inicial no ensino superior

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A formação de professores de matemática no contexto da resolução de problemas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Reflexões de professores de inglês em formação inicial sobre o uso de novas tecnologias

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Diagnóstico dos casos de aprovação nas disciplinas de cálculo diferencial e integral I e II do curso de licenciatura em química - Unesp de Araraquara

Studies show that the disciplines of differential and integral calculus have high failure rates in all schools where they are present and, although this problem has been accentuated in recent years, it is not a local phenomenon. It's observed since 1970s in various Institutions of higher education in Brazil. These studies seek to understand the causes of failures and proposals for teaching methodology that aims to help reduce these rates. However, there is a large contingent of students who are successful at the first time that they perform these disciplines. And these cases, although they have not been studied, can contribute greatly to the understanding the aspects that are related to learning of them. And this understanding can lead to attitudes and learning and teaching methodologies that promote the expansion of this success. The fact that these subjects also have high failure rates in the Degree in Chemistry of this Institute, this study aimed to investigate the factors that were relevant to the cases for approval of the students performed for the first time. For this we constructed a questionnaire containing objective questions and open answers. The objective sought to diagnose the profile of these students with regard to age, gender, basic education (elementary and middle school), study habits, concurrent activities, among others. These questions were analyzed using simple statistics. The open-ended questions asked students to indicate that they attribute the success obtained in the disciplines and to suggest modes of study. These questions were analyzed using thematic categorization, a method of content analysis. This questionnaire was completed, voluntarily and without identification, by students who have passed the first time attended the courses Calculus I and/ or Calculus II and had never started another college prior to this. The results indicate that the most relevant factors in this process were dedication and correct habits...

Física no futebol: objeto de aprendizagem gamificado para o ensino de física em mídias digitais por meio do esporte a partir do edutretenimento

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

O pesquisador enquanto mediador na construção do conhecimento do professor

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)