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.

The Effect of Different Fluoride Concentrations and pH of Dentifrices on Plaque and Nail Fluoride Levels in Young Children

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Establishing common elements among some science education references as a resource to design a Didactics of Physics program for teachers initial education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Formação de professores da educação infantil no Paraná: políticas e legilação educacionais (1691-1996)

Pós-graduação em Educação - FFC

Ciclo alfabetização: as propostas e as práticas pedagógicas

Pós-graduação em Educação - IBRC

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].

Pesquisa etnográfica com crianças: caminhos teórico-metodológicos

This paper discusses methodological issues in educational research with young children. It approaches qualitative ethnographic research, highlighting participant observation as one of the most appropriate strategies for research developed in schools for children in the first two years of basic education, in other words, students between six and seven years old. It is suggested that ethnographic research and participant observation can diminish the differences between observer (adult) and observed (kids), when considering the peer culture in childhood , allowing the researcher to insert itself in a more properly way on a cultural reality of a given group. Furthermore, it is necessary to respect ethical principles, consider the specificities of young children and use various strategies to generate empirical data in order to enable them to participate more actively in educational research in which the object of study is childhood. Thus, young children could be recognized as producers of knowledge and subject of the investigative process.

Energy education: breaking up the rational energy use barriers

Human development is associated directly or indirectly with the energy use, and because of this the energetic sources were dealt with in the recent past, as fully available to human necessities. The reality shows that the energy availability, considering the nonrenewable sources, is limited, and beyond that, the exploration, the processing and the use of energy impose considerable impacts on the environment. There is not a system which operates with no losses and without imposing changes to the environment. Therefore, the energy conservation incorporates the concepts and the actions applied to the research of sustainable balance between nature and the energy availability and use. Such actions can be presented both in the short term, in which the energy system is close to a collapse, or in the medium/long term, in which those responsible for the energy policies are concerned with the structure of the socioeconomic development. Such a situation requires more responsibility in the treatment of energy questions, mainly through education, which represents long-term investments. This paper discusses barriers that are present in the projects applied to energy conservation, by making clear that education is one of the best ways to transform the human behavior in for the rational use of energy. (C) 2003 Elsevier B.V. Ltd. All rights reserved.

Recalled and recorded bowel habits confirm early onset and high frequency of constipation in day-care nursery children

CONTEXTO: Mães relatam início precoce de constipação em crianças atendidas em clínicas de gastroenterologia. OBJETIVOS: Estudar o hábito intestinal em crianças de baixa idade na comunidade, para avaliar se início precoce da constipação é confirmado neste contexto e se há concordância entre o hábito intestinal relatado e o registrado prospectivamente. MÉTODOS: Obtiveram-se dados sobre evacuações de 57 crianças com idade 6.0-40.7 meses, mediante relato materno (questionário sobre características fecais predominantes) e, a seguir, foram registradas 1.934 evacuações em casa e na creche. O hábito intestinal foi classificado como adequado, constipação, diarréia funcional, outro hábito intestinal, conforme frequência evacuatória e proporção das características fecais (macias, duras e/ou que escorrem). Usaram-se dois critérios para classificar o hábito intestinal registrado, devido indefinição no ponto de corte para fezes duras na identificação de constipação em crianças: critério predominante e critério adulto, respectivamente com >50% e >25% de evacuações com consistência alterada. Usou-se estatística não-paramétrica e, para concordância entre hábito intestinal relatado e registrado, o índice Kappa. RESULTADOS: Constipação ocorreu em 17.5%, 10.5%, 19.3% das crianças, respectivamente pelo relato e pelo registro segundo critérios predominante e adulto. Constipação foi o hábito intestinal mais frequentemente relatado, versus 12.3% outro hábito intestinal. Só uma criança se classificou como tendo diarréia funcional (pelo critério adulto). Concordância entre o hábito intestinal relatado e o registrado foi razoável (fair) para constipação, pelos critérios predominante e adulto (K=0.28 e 0.24, respectivamente), mas apenas leve (slight) para os demais hábito intestinal (K <0.16). Entretanto, dados individuais indicaram melhor relação entre relato de constipação com o critério adulto do que com o critério predominante. CONCLUSÕES: Confirmou-se que constipação é frequente e de início precoce. Concordância razoável entre o hábito intestinal relatado e o registrado segundo os dois critérios indica que o relato materno é razoavelmente confiável para detectar constipação.

Anticaries effect of dentifrices with calcium citrate and sodium trimetaphosphate

Because of the growing concerns regarding fluoride ingestion by young children and dental fluorosis, it is necessary to develop new dentifrices. Objective: The aim of this study was to evaluate the effect of dentifrices with calcium citrate (Cacit) and sodium trimetaphosphate (TMP) on enamel demineralization. Material and Methods: Enamel blocks (n=70), previously selected through surface hardness analysis, were submitted to daily treatment with dentifrices diluted in artificial saliva and to a pH-cycling model. The fluoride concentration in dentifrices was 0, 250, 450, 550, 1,000 and 1,100 mu g F/g. Crest (TM) was used as a positive control (1,100 mu g F/g). Cacit (0.25%) and TMP (0.25%) were added to dentifrices with 450 and 1,000 mu g F/g. Surface hardness was measured again and integrated loss of subsurface hardness and fluoride concentration in enamel were calculated. Parametric and correlation tests were used to determine difference (p<0.05) and dose-response relationship between treatments. Results: The addition of Cacit and TMP did not provide a higher fluoride concentration in enamel, however it reduced (p<0.05) mineral loss when compared to other dentifrices; the dentifrice with Cacit and TMP and a low fluoride concentration presented similar results when compared to a dentifrice with 1,100 mu g F/g (p>0.05). Conclusions: Dentifrices with 450 and 1,000 mu g F/g, Cacit and TMP were as effective as a gold standard one.

Body sway and sensory motor coupling adaptation in children: Effects of distance manipulation

The purpose of this investigation was to examine coupling between visual information and body sway in children and young adults at various distances from a moving room front wall. Sixty children (from 4 to 14 years old) and 10 young adults stood upright inside a moving room that was oscillated at .2 and .5 Hz, at distances of .25, .5, 1, and 1.5 m from a front wall. Visual information induced body sway in all participants in all conditions. Young children swayed more than older participants, whether the moving room was oscillated or not. Coupling between visual information and body sway became stronger and the room movement influence became weaker with age. Up to the age of 10, coupling strength between visual information and body sway and the room movement influence were distance dependent. Postural control development appears to be dependent on how children reweight the contribution of varying sensory cues available in environment in order to control body sway. (C) 2007 Wiley Periodicals, Inc.

Effect of caries preventive measures directed to expectant mothers on caries experience in their children

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Nothing too much: reflecting about the role of contextualization in science teaching

The contextualization and discussion about the science role in the social and economical development are unquestionably important for the science teaching process. It doesn't mean, however, that the scientific-theoretic knowledge and the strategies involved in its construction and application might be neglected. In this way, a dangerous situation is created when the contextualization is assumed as a unique and primordial target in science education. This paper presents a research carried out with 15 future chemistry teachers and the results show a worrying "supervalorization", of the contextualization beside other equally important aspects of the chemical knowledge.

Human respiratory syncytial virus detection in children admitted at a community hospital in Botucatu, SP, Brazil

O Vírus Respiratório Sincicial Humano (VRSH) é descrito como o mais importante patógeno viral causador de doenças respiratórias agudas das vias respiratórias inferiores em crianças. Neste estudo 84 amostras de crianças com idade abaixo dos dois anos apresentando sintomas de doença respiratória aguda, foram obtidas no período de setembro de 2000 a novembro de 2001. Analise por imunofluorescência indireta e transcrição reversa seguida de PCR, revelou que 18% (15/84) das amostras foram positivas, sendo que em 80% (12/15) dos casos a detecção de VRSH foi observada em crianças abaixo dos seis meses, e também que os subgrupos A e B co-circularam. Estes são os primeiros dados obtidos para a cidade de Botucatu, sendo que a sazonalidade mostrou-se evidente pela maior circulação desse vírus entre os meses de maio e julho

A questão do meio na pedologia e suas implicações pedagógicas

Ce texte est une lecture de la conférence de Vygotsky sur la question de l'influence de la culture et de l'environnement sur la pédologie et cherche les implications pédagogiques des ces idées sur l'éducation des enfants et, en particulier, les petits enfants. Initialement, met en évidence la méthode de l'auteur que enseigne à ses auditeurs et lecteurs à penser dialectiquement, un défi que doit être confrontés par les lecteurs - habitués à penser avec la logique formelle - pour essayer de comprendre les études de Vygotsky. Deux éléments apportés par Vygotsky à la conférence sont prise pour réfléchir sur son importance pour le développement de l'enfant: la question de la langue orale et de son importance pour l'influence de la culture et de l'environnement sur le développement humain dans l'enfance et la spécificité du développement culturel dans l'enfance que dit que ce que nous pouvons parvenir à la fin ou à la suite du processus de développement est présente dans la culture depuis le début et touche et guide ce développement de l'enfant. Dans les deux cas, la discussion au sein de cette conférence de Vygotsky déclenche une révolution dans la pensée et l'action des enseignants.