Didática da física

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Os limites e as possibilidades de uma sequência didática: o conceito de proporcionalidade e a aprendizagem de alunos do 5º ano do Ensino Fundamental

This study aimed to analyze the limits and possibilities of a didactic sequence, addressing the concept of proportionality in the learning of students in 5th year of elementary school. From the results of the Diagnostic Assessment Initial applied to students in a class of 5th grade of elementary school, we selected eight (8) students who participated in the constituent activities of that instructional sequence. For the development of this sequence were used theoretical elements of Genetic Epistemology (Piaget, 1990), the theory of fields of Conceptual Vergnaud (1996) and the definition of instructional sequence proposed by Zabala (1998). Finally, after 20 days of application of these activities, we applied the Diagnostic Assessment Final aimed at investigating which concepts related to proportionality were built by the participating students. By analyzing the collected data, it can be concluded the following about the possibilities of teaching sequence: 1) students who, in Diagnostica Home Assessment used the multiplication algorithm, but also did not indicate the comparison between quantities are now performing; 2) students who, in the Diagnostic Assessment Initial, used the addition algorithm, now gradually are using the multiplication algorithm; 3)students who, in the Diagnostic Assessment Initial, could not solve problems involving the idea of proportionality, are now resolving, however, still use, in large part, the addition operation as a strategy for this proportional thinking. Now, in relation to the limits of the sequence noted: 1)time sufficient to propose a higher number of problem conditions to be carried by students who may have been a trigger of construction have not through the proportional multiplication;2)the distant proposition situations of assimilation schemes (interpretation) of the students, which may have caused certain imbalance in them, preventing them from thinking about the problem situation;3)the rapid passage of...

História e vida: o encontro epistemológico entre Didática da História e Educação Histórica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uma reflexão sobre didática na Educação Básica: o apostilamento no 4.º ano

This study describes how adult and teacher-centered rationale, which has been ruling school relations for a long time, might be a threat to didactics and its methodologies, especially when it comes to teaching and learning package. The theoretical framework of this study is based on Dewey and Peirce pragmatic views, founding the languages analysis, which are interwoven in the content design. Some tasks from a 4th grade elementary school package sold nationally, related to Geography and Mathematics subjects were examined. It is possible to assert that the child real life learning experiences was poorly considered, which partly explains the lack of interest of most children in pedagogical-scientific discourses as they are presented on their books. As a possible answer regarding that issue, the encounter between teacher and learner subjectivities is proposed.

Uma proposta de sequência didática para o ensino de Programação Linear no Ensino Médio

Pós-graduação em Matemática em Rede Nacional - IBILCE

O estado da arte sobre as temáticas sexualidade, educação sexual e gênero nos encontros nacionais de didática e prática de ensino - ENDIPE (1996-2012)

Pós-graduação em Educação Escolar - FCLAR

Exploração racional da rede metabólica de Xylaria sp. visando à produção de metabólitos de interesse farmacológico através de ferramentas quimiométricas e técnicas de desreplicação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Reconstrução imediata de fenestração peri-implantar com enxerto autógeno em bloco de ramo mandibular

Alveolar wall fenestrations are common during implant placement. The aim of this paper is to report a case where a peri-implant bone fenestration was reconstructed immediately after implant placement by an autogenous mandibular bone block. A male patient was referred to the Department of Surgical and Integrated Clinics to substitute his Kennedy´s Class IV removable partial denture for an implantsupported fixed prosthesis. A peri-implant bone fenestration at the buccal wall was seen at the region of 12, being reconstructed by a mandibular bone block secured by a bicortical screw. Six months later the surgical procedures, an implant-supported complete fixed partial prosthesis was developed. The autogenous bone block harvested from the mandibular ramus was a safe alternative to reconstruct the peri-implant bone defect such as fenestration types.

Reconstrução de maxila severamente atrófica via enxerto ósseo autógeno de calota craniana: descrição de técnica

Bone reconstructions are traditionally conducted with autogenous grafts harvested from intra- or extra-oral donor sites to reestablish the lost bone volume for further implant-prosthetic rehabilitation. The calvarial bone has been studied as an excellent donor site in large atrophic situations, presenting low resorption rates, as well as complications and minimal morbidity. The hospitalization time is short, with low pain levels, short functional limitations, and invisible scars. The skull microarchitecture is predominantly cortical in the presence of growth factors that demonstrate their osteogenic, osteoinductive, and osteoconductive abilities resulting in low resorption rate and high predictability when compared to the iliac crest. Dural lacerations, extra and subdural bleeding, cerebrospinal fluid leakage, and brain damage have been minimized due to the development of surgical technique. The delimitation of diploe, preserving the internal skull cortex before osteotomy at the donor made it possible to reduce accidents and complications. The aim of this paper is to show a technical and to discuss aspects of the use of calvarial bone in the reconstruction of severely atrophic maxilla for oral rehabilitation with osseointegrated implants.

Exploração racional da rizosfera de Senna spectabilis: interações entre as bactérias Pseudoxanthomonas indica e Shigella sp.

Pós-graduação em Química - IQ

O mirabolante mundo das partículas elementares: uma sequência didática para professores de física

Pós-graduação em Ensino de Física (mestrado profissional) - FCT

Os experimentos de Griffith no ensino de Biologia: a transposição didática do conceito de transformação nos livros didáticos

Griffith's experiments regarding bacterial transformation Pneumococcus are regarded as essential when related to DNA/heredity recognition process. The aim of the current study is to assess the didac tic transposition of the concept of bacterial transformation since the Griffith's descriptions until its current approach on didactic books. We realized that the historical context and the relationship between bacterial transformation and DNA recognition as genetic material are poorly explored. The core of our paper is the historical approach of those exper iments. By considering the wide richness of the knowledge that is ranged on Griffith's experiments, we suggest a didactic transposition concerning bacterial transformation in the learning process, involving an integration of contents.