The Development of Science Education Research in Brazil and Contributions from the History and Philosophy of Science

Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaes on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.

Coordinated, network-based research as a strategic component of science in Brazil

Scientific research plays a fundamental role in the health and development of any society, since all technological advances depend ultimately on scientific discovery and the generation of wealth is intricately dependent on technological advance. Due to their importance, science and technology generally occupy important places in the hierarchical structure of developed societies, and they receive considerable public and private investment. Publicly funded science is almost entirely devoted to discovery, and it is administered and structured in a very similar way throughout the world. Particularly in the biological sciences, this structure, which is very much centered on the individual scientist and his own hypothesis-based investigations, may not be the best suited for either discovery in the context of complex biological systems, or for the efficient advancement of fundamental knowledge into practical utility. The adoption of other organizational paradigms, which permit a more coordinated and interactive research structure, may provide important opportunities to accelerate the scientific process and further enhance its relevance and contribution to society. The key alternative is a structure that incorporates larger organizational units to tackle larger and more complex problems. One example of such a unit is the research network. Brazil has utilized such networks to great effect in genome sequencing projects, demonstrating their relevance to the Brazilian research community and opening the possibility of their wider utility in the future.

Conception of wheeled mobile robots with reconfigurable control using integrate prototyping

With the fast innovation of the hardware and software technologies using rapid prototyping devices, with application in the robotics and automation, more and more it becomes necessary the development of applications based on methodologies that facilitate future modifications, updates and enhancements in the original projected system. This paper presents a conception of mobile robots using rapid prototyping, distributing the several control actions in growing levels of complexity and using resources of reconfigurable computing proposal oriented to embed systems implementation. Software and the hardware are structuralized in independents blocks, with connection through common bus. The study and applications of new structures control that permits good performance in relation to the parameter variations. This kind of controller can be tested on different platform representing the wheeled mobile robots using reprogrammable logic components (FPGA). © 2006 IEEE.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

A concepção de ciência de Popper e o ensino de ciências

Procurou-se identificar as consequências mais importantes da concepção de ciência de Popper, que deu origem a um rico debate na Filosofia das Ciências, para o Ensino de Ciências. O acompanhamento deste debate permite perceber a riqueza do processo científico, reconhecendo as contribuições daqueles que debateram com Popper; bem como a importância dos aspectos da ciência que Popper valorizou e procurou preservar. As críticas e os debates em torno das abordagens de mudança conceitual contribuíram para a percepção da riqueza e complexidade desse processo. Quando considerados os objetivos institucionais das escolas e as expectativas sociais em torno da compreensão adequada e da procura de superação dos paradigmas vigentes a manutenção de certos aspectos, inerentes ao processo de mudança conceitual, pode se mostrar relevante. Neste sentido, a obra de Popper pode oferecer importante apoio para valorizar aspectos racionais que poderiam presidir o processo de aprender Ciências.

Considerações sobre os aspectos cinemáticos e dinâmicos do movimento

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ciência e educação no pensamento de Alberto Torres, Fernando de Azevedo e Florestan Fernandes: das rupturas paradigmáticas à análise retórica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O educador matemático em proclo

Pós-graduação em Educação Matemática - IGCE

A crítica do conceito de verdade na filosofia da ciência de Karl Popper e o ensino de ciências

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A prática da pesquisa como sustentação da apropriação do conhecimento na graduação em Letras

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Teoria de administração escolar em José Querino Ribeiro e M. B. Lourenço Filho: raízes e processos de constituição de modelos teóricos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Contribuições da reconstrução racional didática no desenvolvimento de concepções epistemologicamente mais aceitáveis sobre a natureza da ciência e do progresso científico

This study inserts itself in the research line conceptions on the nature of the science (CNC) in the school atmosphere. More specifically, on that teacher of natural sciences who claims not to be interested in philosophy, it is usually noticed a tendency to understand and to teach a vision of a ready/ finished and unalterable science, which directly influences the students conception of science. Discussed here is the application of a didactic rational reconstruction in high school, the results of which are compatible with a more epistemologically acceptable educational concep tion on the nature of science as something provisory, variable and controversial.

Factors affecting conception rates following artificial insemination or embryo transfer in lactating holstein cows

The objective of this study was to evaluate the factors that may affect conception rates (CR) following artificial insemination (AI) or embryo transfer (ET) in lactating Holstein cows. Estrous cycling cows producing 33.1 +/- 7.2 kg of milk/d received PGF(2 alpha) injections and were assigned randomly to 1 of 2 groups (AI or ET). Cows detected in estrus (n = 387) between 48 and 96 h after the PGF2a injection received AI (n = 227) 12 h after detection of estrus or ET (n = 160) 6 to 8 d later (1 fresh embryo, grade 1 or 2, produced from nonlactating cows). Pregnancy was diagnosed at 28 and 42 d after estrus, and embryonic loss occurred when a cow was pregnant on d 28 but not pregnant on d 42. Ovulation, conception, and embryonic loss were analyzed by a logistic model to evaluate the effects of covariates [days in milk (DIM), milk yield, body temperature (BT) at d 7 and 14 post-AI, and serum concentration of progesterone (P4) at d 7 and 14 post-AI] on the probability of success. The first analysis included all cows that were detected in estrus. The CR of AI and ET were different on d 28 (AI, 32.6% vs. ET, 49.4%) and 42 (AI, 29.1% vs. ET, 38.8%) and were negatively influenced by high BT (d 7) and DIM. The second analysis included only cows with a corpus luteum on d 7. Ovulation rate was 84.8% and was only negatively affected by DIM. Conception rates of AI and ET were different on d 28 (AI, 37.9% vs. ET, 59.4%) and 42 (AI, 33.8% vs. ET, 46.6%) and were negatively influenced by high BT (d 7). The third analysis included only ovulating cows that were 7 d postestrus. Conception rates of AI and ET were different on d 28 (AI, 37.5% vs. ET, 63.2%) and 42 (AI, 31.7% vs. ET, 51.7%) and were negatively influenced by high BT (d 7). There was a positive effect of serum concentration of P4 and a negative effect of milk production on the probability of conception for the AI group but not for the ET group. The fourth analysis was embryonic loss (AI, 10.8% vs. ET, 21.5%). The transfer of fresh embryos is an important tool to increase the probability of conception of lactating Holstein cows because it can bypass the negative effects of milk production and low P4 on the early embryo. The superiority of ET vs. AI is more evident in high-producing cows. High BT measured on d 7 had a negative effect on CR and embryonic retention.