Influência do cimento obturador e agente de irrigação final na infiltração marginal em situações de sobreobturações endodônticas

Objective: The objective of this paper was to verify if the final irrigation at 17% EDTA, separately or followed by chlorhexidine digluconate at 2% interferes on the apical marginal leakage in root canal overfilling, due to the use of two root canal filling materials (Sealer 26TM or SealapexTM). Methods: Forty lower incisors extracted, with a single root canal, were biomechanically prepared, at 2.0mm beyond the radicular apex, with ProTaper SystemTM, finishing it with the F3 instrument. Irrigation was accomplished with 1.0 mL NaOCl at 2.5% at each change of equipment caliper and, in the end, with 5.0 mL normal saline solution. After achieving this procedure, the foraminal channels was standardized with a file K 25 until its DO appears in the foraminal opening. From this moment, the teeth were subdivided into two groups of 20 specimens each, because of the final irrigation method used: I – irrigation with EDTA at 17% for 3min and II – identical protocol, thus, after EDTA aspiration at17%, it was again irrigated with chlorhexidine digluconate at 2%, also kept intra-canal for 3min. Each group was again sub-divided into two sub-groups (ten teeth each), according to the cement used (Sealer 26TM or SealapexTM), and filled by using a single gutta-percha F1 (ProTaperTM, Universal Filling), in such a manner that it goes 2.0 mm beyond the radicular apex. Soon after that, the teeth were immersed in Rhodamine BTM for 72h, vacuum and after the roots have been bucolingually grooved, the leakages marked were measured with program Image ToolTM. Results and Conclusions: The leakage magnitude was similar among themselves (p > 0.05), except for group Sealapex®, thus the final use with chlorhexidine reduced apical leakage (p < 0.05).

O processo de aprendizagem em práticas de ensino por investigação: interpretações a partir da abordagem fenomenológica e semiótica social

Pós-graduação em Educação para a Ciência - FC

Ensino de física e energia: estudo de possibilidades didáticas na educação básica

This monograph has the inspiring theme of the Energy education, concept of extreme importance to physics, but that is rarely addressed in Brazilian schools. We bring a discussion of the problems faced in teaching this subject and present this analysis of how this issue is addressed in some textbooks that are part of the material available to students of basic education in our country. We also discuss a didactic proposal to the Physics Teaching using for this experiment. The proposal considers the student protagonist of the learning process being the builder of his own knowledge. For this proposal selected three experiments (solar plate, looping and looping coffee cups) analyzed from the point of view of energy that have the intention to leave this clearer content and close to the students. Here is the end of this work the application of the examination of this proposal in a public school in full-time education in the municipality of Rio Claro - SP

As atividades práticas como situações deflagradoras de discussões sobre fatos e modelos na formação continuada de professores de ciências

Pós-graduação em Educação para a Ciência - FC

A competência leitora e suas relações com processos de ensino e aprendizagem da matemática

Pós-graduação em Docência para a Educação Básica - FC

O processo argumentativo de alunos do nono ano do Ensino Fundamental envolvendo situações sobre a eletrização

Pós-graduação em Educação para a Ciência - FC

Aprendendo por meio de experiências com situações problema

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Deficiência visual e educação científica: orientações didáticas com um aporte na neurociência cognitiva e teoria dos campos conceituais

The aim of this paper is to present an educational proposal with didactic and pedagogical orientations, to the Science Education for people with visual impairments. Then, we use as main reference, Gérard Vergnaud’s Theory of Conceptual Fields, joining with a translational focus, applying empirical results of Cognitive Neuroscience. Within this, we highlight the role of educational activities related with 'multisensory scientific literacy ', focusing on the linguistic triad: read, interpretation and textual representation. We hope this perspective, become in the future an important component on guidelines for composing a 'semiotic protocol' for Science Education. Realizing too, epistemological peculiarities, pedagogic and didactic specificities in this area, and, revealing such properties on the cognitive constructs, for science and technology education.

A aplicação de uma sequencia didática: caixa eletrônico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Concepções de alunos do ensino médio sobre o tema água: subsídios para o planejamento de atividades investigativas interdisciplinares

Meaningful learning occurs when new knowledge to be aggregated are grounded in other students already possess. In preparing didactic sequences for teaching concepts, one should take into account these concepts and knowledge to produce more effective and lasting learning, and build new concepts that will become subsumes for subsequent learning. This research was developed in a subproject linked to institutional Scholarship Program Initiation to Teaching (PIBID) of a Universidade Estadual Paulista. The proposal is based on the articulation of the Public School and the University, strengthening the initial training of undergraduates, and continued teacher network, improving the quality of education. The proposed work is based on interdisciplinary research and teaching by investigation. Undergraduates in Biology, Physics, Mathematics and Chemistry jointly propose interdisciplinary teaching activities and investigative applied to high school students of Public School partner. To survey the views of these students on the theme Water, they were asked to draw up an essay entitled "The importance of water", with the aim of organizing information for planning a teaching strategy that articulates the disciplines of training of undergraduates. In this paper we present a qualitative analysis of these essays, performed based on content analysis. The analysis allowed to identify existing concepts in students' cognitive structure and classify them into adequate and inadequate compared to scientifically accepted concepts. Several misconceptions were raised indicating the need to produce didactic sequences that in addition to working the concepts presented in the curriculum of disciplines take into consideration the possibility of more meaningful learning. This research produced the elucidation of existing concepts, indicating where deficiencies were larger. One major contribution was the realization that concepts that may be considered by teachers as simple and already acquired by the students often come so misguided in their explanations. From the results obtained, integrated activities have been planned and implemented, and more relevant to the needs of students aiming to recover and enrich the knowledge they possessed, encouraging the use of scientific concepts and their application to daily living situations.

Algumas potencialidades didáticas do setor trigonal na interface entre história e ensino de matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A contextualização da Física aplicada em situações de mobilidade urbana

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os Fundamentos da Física Aplicados em Situações Cotidianas: Um Estímulo para Aumentar o Interesse dos Alunos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Script concordance test: uma proposta de avaliação do raciocínio gerencial da enfermagem em situações de incertezas

Pós-graduação em Enfermagem - FMB

Língua portuguesa no ensino médio: repertórios de ensino no âmbito do programa São Paulo faz Escola

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)