136 resultados para Ensino das Geociências


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Pós-graduação em Matemática em Rede Nacional - IBILCE

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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A Educação Física escolar parece passar por um momento de crise de valores, a escola está ensinando e o aluno efetivamente aprendendo? O ensino tem se convertido em aprendizagem significativa dos alunos? Parece que há falta de diálogo entre professores e alunos, o que acaba gerando desinteresse por parte dos alunos na sala de aula, muitas vezes refletida, em situações de indisciplina. a imagem do professor perante os alunos de anos atrás mostra-se transformada quando comparada com a imagem dos dias de hoje. Esse já não é mais o retentor do saber, autoritário e até mesmo temido ou seja sua imagem não parece muito bem definida para os alunos. As aulas não são tão interessantes para esses novos alunos que sofrem grande influência das novas tecnologias, com grandes quantidades de informação e tem necessidades que parecem não serem mais supridas, principalmente quando o professor não transforma sua metodologia de acordo com essas novas exigências. Portanto o objetivo desse estudo foi investigar a leitura que os professores experientes estão fazendo dos novos alunos, se perceberam diferenças entre os alunos ao longo do tempo e como estão adaptando suas metodologias para ensinar. A pesquisa foi qualitativa descritiva, que utilizou como método de coleta de dados uma entrevista semi-estruturada com professores que apresentam no mínimo cinco anos de docência e que sejam atuantes da área da Educação Física. Os principais resultados alcançados foi a percepção por parte dos professores de alunos com famílias desestruturadas, a influência das tecnologias, a indisciplina na escola, a falta de interesse nas aulas, agressão verbal e professores cansados com dificuldades de adaptar sua aula à realidade escolar, gerando um quadro que precisa ser mudado para que a cultura corporal consiga ser transmitida da melhor maneira.

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Here we present an exploratory study on the subject of Physics and Music, discussing how this issue is addressed in two high schools belonging to state education network in Rio Claro – SP city. Initially, we conducted a critical analysis of the books that are used as the main tool to support the teacher in the classroom. Alert this analysis , it is possible to realize low-level content when we bring the topic into the classroom. Based in this analysis and an experimental class that was held as part of the course Teaching Practice and Supervised , the Bachelor's Degree in Physical Activity - UNESP Campus Rio Claro was an elaborate educational proposal related to Physics Teaching and Music with a thematic strategy different from the traditional approach , considering the use of experiments built with low cost (Ferreira and Ramos , 2008) materials , which can be an alternative to improve the teaching learning process student , because these experiments stimulate and provide a more dynamic and closer interaction with the objects class. We also seek to study, in greater depth , aspects of wave physics, discussing how a wave propagates in a string with its two fixed ends , which besides being a subject that is usually covered in books , is a phenomenon that is present in string instruments

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We discuss in the work the importance of experiential activities for Physics Teaching in the first years at Elementary Education. For this we start from the experience provided by the Teaching Project Initiation under Pibid CAPES, linked to the Department of Education from the Institute of Biosciences and activities of the Graduate Diploma in Physics Supervised, at Rio Claro Campus, São Paulo State, in partnership with Basic Education schools of the city. Based on some patterns and studies on the Teaching of Science in Elementary Education and particularly in the Ferreira’s work with Instrumentation for Physics Teaching, Electrostatic was chosen as base theme. We opted for the use of didactic experiments that provided in its construction the utilization of low cost materials, easy access and portability. Teaching strategies were aimed at inserting experiential activities during Elementary School I (first and third years of elementary school), intending to rescue the trial of Physics Education and Science for Basic Education. These experimental teaching activities were analyzed in this paper from the perspective of playfulness. We argue that experimentation with recreational attributes when properly used provides the interaction of individuals with the knowledge of Physical Sciences

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This study aimed to review the publications in the area of Education Physics that has contributed to Scientific Literacy and STS - Science , Technology and Society , with students of elementary school in Basic Education , looking for understand the importance of an education that aims the formation of critical citizens, in opposition to passive recipients of technological influences of a modern society , but which are able to understand and reflect the importance and influence of science and technology in political, social and environmental to society . In this context , the Physics, is one of the areas of natural sciences with direct implications in daily life , we believe in the importance of introducing physical concepts in science education since the early years of basic education , either as a approach playful , experiment, study of books , magazines , papers , etc. . , so that the knowledge about physics can be built through experience and the analysis of daily phenomena, instead of only being addressed in the last three years of teaching average basic education

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This work offers an overview about didactic reflections in the introduction of the electrical field concept in Physics Teaching activities aimed to the High School by means of a teaching methodology based in a low cost experiment (FERREIRA E RAMOS, 2008). We analyzed the particular use of an experiment named electrostatic vector and its use in the teaching of the line force ideas, proposed by Faraday in 19th century. In the frame of this work we analyzed how this unconventional approach differs of the methodology generally presented in the didactic textbooks. We discussed that the use of low cost experiments, will not cause the student to learn, but the work of the teacher, offering an interaction between the student and the electrostatic vector, play an important role in the classroom

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The experimentation in the teaching of physics has been extensively studied over the years because of its potential as a tool demonstration of physics phenomena studied in classroom. In such a perspective view of the action of apprentice student involving teaching future teachers of physics, under the Program PIBID CAPES, developed since 2009, seeks ways to improve the teaching of physics experiments using the theme chosen for the electrostatic work was . In this particular work, we report the development of the project in a State School located in the city of Rio Claro, in two rooms in the 9th grade in elementary school. It is planned with the activities of teaching physics at this level of education, look at how two different ways of displaying the contents of electrostatics in a playful way for elementary students and implement a library of experiments so that students can take the experiments to their homes

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The difficulties related to physics teaching are related to methodology, that hinder learning, because some physical concepts beyond the common sense of most students. Just as poor training of some physics instructors in teaching is pedagogical difficulties. And also factors of infrastructure, heterogeneity in students' previous training etc.. It is proposed aim of this work to use reflection of teaching practice as a methodology. Practiced in a private school, mostly state and, in high school in Rio Claro. The method consists of preparing a daily pedagogical practice in parallel to the development of teaching, for analysis and identification of factors that result in improving the teaching of physics and physics teacher qualification

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In this work, it was studied the effects of the experimentation in the physics teaching. Beginning from the theoretic reference and discussions, the objective was prove the efficiency of researches of this nature related to two main aspects of a class: The aroused interest in the students and the facilitating action on the understanding of the theory. For such objective, using the comparison, it was chosen two distinct classes, but the more similar possible, so that, in one of them, it was showed a tradition class, lectures and in another, a class using experimentation to contemplate the theory. To manage a way to rate these aspects, it was made a conceptual questionnaire, requiring only concepts rather than mathematics and equations, besides specific interviews to rate the opinion of the student related to each method. The observations in classes and of the reactions of the students also were of a big value to analysis. After the experimental class completed, it may analyze and conclude some positive points related to experimental methods: As for the opinion of the students, the approval was big, and the majority opined to this class as being “more interesting”. On the point of view of learning, it had a sensitive improvement of grades, but with more mature answers, deep and autonomous, if looking at a general vision

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Some experiments in Physics teaching have an amazing effect among the students, that is, generally be characterized by counteracting the initial expectations of students. This characteristic may contribute to the emergence of learning situations extremely promising. However, the privilege, by the teacher, the description of certain results shortens the involvement that the student could establish on teaching situations favor a more careful observation that can be done. We discuss in this paper, the that surprise may be manifested in the student on an experimental demonstration and its ability to mobilize the interest and curiosity of this student. We intend to observe the pedagogic value that represents the amazing effect such in situations of teaching and learning, particularly for the Teaching of Physics, as well as the possibilities for educational approaches.Through an extensive analysis of several authors who address about experimental learning activities, Epistemology of Science and Education, we found some results that lead us to understand some of the possibilities that the surprise element can propose. We describe a demonstration activity that we consider amazingly from our point of view and that was realized in a regular classroom in a of Rio Claro Public High School in the year of 2011

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When it comes to teaching physics in the early years of elementary school, the first question is: but there are opportunities to teach concepts to children of such complexity? This study sought to examine approaches and strategies to enter the Basic Education in Physics. To this end, we used low cost materials testing, taking as its starting point the work of Ferreira (1978) instrumentation for Teaching Physics, particularly with the theme electrostatics. The present study was made from the use of prototypes developed with the materials cited. Observations were made in the classroom looking for, from the records of teaching, analyzing the behavior of children and their arguments, possibilities for Physics Teaching this age group as well as some evidence of their cognitive development. In teaching discussions were held with students of the early years of elementary school involving conceptual and phenomenological aspects, adapting such knowledge at the level of logical and mathematical thinking that was still under development. The work shows that it is possible to work on electrostatic physical concepts with children belonging to the age group of nine to ten years. With the support of the group Pibid Physics city of Rio Claro, I realize my observations and practices at the Municipal School Marcelo Schmidt, which proved to be available and open for acceptance of this proposal