Escolas Técnicas do SUS (ETSUS) no Brasil: regulação da integração ensino serviço e sustentabilidade administrativa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Power law distribution in education: Effect of economical, teaching, and study conditions in university entrance examination

We studied the statistical distribution of student's performance, which is measured through their marks, in university entrance examination (Vestibular) of UNESP (Universidade Estadual Paulista) with respect to (i) period of study - day versus night period (ii) teaching conditions - private versus public school (iii) economical conditions - high versus low family income. We observed long ubiquitous power law tails in physical and biological sciences in all cases. The mean value increases with better study conditions followed by better teaching and economical conditions. In humanities, the distribution is close to normal distribution with very small tail. This indicates that these power law tails in science subjects axe due to the nature of the subjects themselves. Further and better study, teaching and economical conditions axe more important for physical and biological sciences in comparison to humanities at this level of study. We explain these statistical distributions through Gradually Truncated Power law distributions. We discuss the possible reason for this peculiar behavior.

Environment for teaching and development of mobile robot systems

Using robots for teaching is one approach that has gathered good results on Middle-School, High-School and Universities. Robotics gives chance to experiment concepts of a broad range of disciplines, principally those from Engineering courses and Computer Science. However, there are not many kits that enables the use of robotics in classroom. This article describes the methodologies to implement tools which serves as test beds for the use of robotics to teach Computer Science and Engineering. Therefore, it proposes the development of a flexible, low cost hardware to integrate sensors and control actuators commonly found on mobile robots, the development of a mobile robot device whose sensors and actuators allows the experimentation of different concepts, and an environment for the implementation of control algorithms through a computer network. This paper describes each one of these tools and discusses the implementation issues and future works. © 2010 IEEE.

Teaching and learning data structures supported by computers: An experiment using CADILAG tool

This paper aims to present the use of a learning object (CADILAG), developed to facilitate understanding data structure operations by using visual presentations and animations. The CADILAG allows visualizing the behavior of algorithms usually discussed during Computer Science and Information System courses. For each data structure it is possible visualizing its content and its operation dynamically. Its use was evaluated an the results are presented. © 2012 AISTI.

Experiencing Manipulative Material for the Teaching and Learning of Mathematics

This paper presents some outcomes from research based on classroom experiences. The main themes are the use of mirrors, kaleidoscopes, dynamic geometry software, and manipulative material considering their possibilities for the teaching and learning of Euclidean and non-Euclidean geometries.

Teaching in the community: Changing and implementing a new curriculum

The Faculdade de Medicina de Botucatu is changing to, and implementing a new curriculum aimed at integrating teaching and learning in the community. Emphasis is on preparing the community settings for teaching, learning and providing health care. A particular task is staff development with emphasis on problem-based learning (PBL) and training medical and nursing students in the leadership to participate in this process. The new curriculum includes the gradual introduction of clinical practice during First Year, integration of the basic sciences with clinical sciences, through integrated modules studied in small groups, and maintenance of the two year clerkship. The undergraduates are introduced gradually to the community: 8% of the total curriculum during First Year, 10% during Second Year, 10% during Third Year, 20% during Fourth Year, 30% during Fifth and Sixth Years. The basic health units at primary care level, and the regional specialty outpatients and hospitals at the second level, are the main teaching sites. An Education Development Committee was established to discuss the strategies for supporting the changes and to structure the planning for promoting the gradual transformation of staff development. After 18 months of implementation of the curriculum, there followed discussions and monitoring of the objectives of changes in medical education at our school. Successful implementation of the new curriculum would fail, if the objectives were not absorbed by every member of the implementation Committee.