Uma proposta para o ensino das estações do ano com base em um referencial topocêntrico

Studies carried out in several countries have confirmed the students’ difficulty in explaining the causes of the seasons of the year, and most of times their learning takes place incorrectly. The seasons of the year have been generally treated in didactic books apart from people´s routine, based on the heliocentric system, what demands abstraction to understand the phenomenon. Before this difficulty, it is necessary to think about a teaching proposal which allows the students to realize the environmental characteristics and its changes over time, as well as the seasons themselves. Thus, our goal was to work from the perspective of the observer on the terrestrial surface, therefore using the topocentric system. For that, we constructed a didactic sequence, grounded in Ausubel´s meaningful learning theory (2003) and in Moreira´s critical meaningful learning theory (2010), which was applied to students in 9th grade of elementary school and in 2th grade of high school at Escola Estadual Jerônimo Arantes, in Uberlândia, Minas Gerais, owing to their previous knowledge and alternative conceptions, which were collected via interviews. Afterwards, to evaluate the applied methodology, we made new interviews, by which we realized improvement in learning in relation to the characteristics of the seasons based on Sun´s apparent path, which we attribute to reference the change of observation and the means to obtain data on the volume of rainfall and average temperature in the city throughout the year. On the other hand, there are points that were not highlighted in learning, such as the link between winter and rainy season and the causes of the seasons, points left to be discussed in future investigations.

Efeito da geometria do implante dentário e do protocolo de fresagem óssea na estabilidade primária e na osseointegração inicial: estudo experimental em cães

CHAPTER 1 - This study histologically evaluated two implant designs: a classic thread design versus another specifically designed for healing chamber formation placed with two drilling protocols. Forty dental implants (4.1 mm diameter) with two different macrogeometries were inserted in the tibia of 10 Beagle dogs, and maximum insertion torque was recorded. Drilling techniques were: until 3.75 mm (regular-group); and until 4.0 mm diameter (overdrillinggroup) for both implant designs. At 2 and 4 weeks, samples were retrieved and processed for histomorphometric analysis. For torque and BIC (bone-to-implant contact) and BAFO (bone area fraction occupied), a general-linear model was employed including instrumentation technique and time in vivo as independent. The insertion torque recorded for each implant design and drilling group significantly decreased as a function of increasing drilling diameter for both implant designs (p<0.001). No significant differences were detected between implant designs for each drilling technique (p>0.18). A significant increase in BIC was observed from 2 to 4 weeks for both implants placed with the overdrilling technique (p<0.03) only, but not for those placed in the 3.75 mm drilling sites (p>0.32). Despite the differences between implant designs and drilling technique an intramembranous-like healing mode with newly formed woven bone prevailed. CHAPTER 2 - The objective of this preliminary histologic study was to determine whether the alteration of drilling protocols (oversized, intermediate, undersized drilling) present different biologic responses at early healing periods of 2 weeks in vivo in a beagle dog model. Ten beagle dogs were acquired and subjected to surgeries in the tibia 2 weeks before euthanasia. During surgery, 3 implants, 4 mm in diameter by 10 mm in length, were placed in bone sites drilled to 3.5 mm, 3.75 mm, and 4.0 mm in final diameter. The insertion and removal torque was recorded for all samples. Statistical significance was set to 95% level of confidence and the number of dogs was considered as the statistical unit for all comparisons. For the torque and BIC and BAFO, a general linear model was employed including instrumentation technique and time in vivo as independent. Overall, the insertion torque increased as a function of drilling diameter from 4.0 mm, to 3.75 mm, to 3.5 mm, with a significant difference in torque levels between all groups (p<0.001). Statistical assessment of BIC and BAFO showed significantly higher values for the 3.75 mm (recommended) drilling group was observed relative to the other two groups (p<0.001). Different drilling dimensions resulted in variations in insertion torque values (primary stability) and different pattern of healing and interfacial remodeling was observed for the different groups. CHAPTER 3 - The present study evaluated the effect of different drilling dimensions (undersized, regular, and oversized) in the insertion and removal torques of dental implants in a beagle dog model. Six beagle dogs were acquired and subjected to bilateral surgeries in the radii 1 and 3 weeks before euthanasia. During surgery, 3 implants, 4 mm in diameter by 10 mm in length, were placed in bone sites drilled to 3.2 mm, 3.5 mm, and 3.8 mm in final diameter. The insertion and removal torque was recorded for all samples. Statistical analysis was performed by paired t tests for repeated measures and by t tests assuming unequal variances (all at the 95% level of significance). Overall, the insertion torque and removal torque levels obtained were inversely proportional to the drilling dimension, with a significant difference detected between the 3.2 mm and 3.5 mm relative to the 3.8 mm groups (P < 0.03). Although insertion torque–removal torque paired observations was statis- tically maintained for the 3.5 mm and 3.8 mm groups, a significant decrease in removal torque values relative to insertion torque levels was observed for the 3.2 mm group. A different pattern of healing and interfacial remodeling was observed for the different groups. Different drilling dimensions resulted in variations in insertion torque values (primary stability) and stability maintenance over the first weeks of bone healing.

Sequência didática com temas motivadores no ensino de física

This study is based on the design and development of a Didactic sequence in Physics for the first year of high school in a public school, involving structured activities on Astronomy topics, Astronautics and Aeronautics. In addition, it produced a didactic-pedagogic Tutorial for teachers to develop teaching-learning processes in Physics through activities with handmade rockets. These activities have been based on teaching moments of questioning, systematization and contextualization. In this context the understanding and the deepening of concepts and scientific and physical phenomena are related to everyday knowledge, in accordance with the historical-cultural theory, with the Three Pedagogic Moments, dialogicity and Information and Communication Technologies as instruments of triggering actions and motivation, like movies and applications in teaching Astronomy, Physics and Mathematics. The research activities were conduced by adopting a qualitative approach and included reports, questionnaires, semi-structured interviews and other notes. The development of the Didactic Sequence enabled a differentiated teaching and learning process, including aspects such as conceptualization, contextualization, flexibility, interdisciplinary and theoreticalexperimental relationship.

Uma proposta para o ensino das estações do ano com base em um referencial topocêntrico

Studies carried out in several countries have confirmed the students’ difficulty in explaining the causes of the seasons of the year, and most of times their learning takes place incorrectly. The seasons of the year have been generally treated in didactic books apart from people´s routine, based on the heliocentric system, what demands abstraction to understand the phenomenon. Before this difficulty, it is necessary to think about a teaching proposal which allows the students to realize the environmental characteristics and its changes over time, as well as the seasons themselves. Thus, our goal was to work from the perspective of the observer on the terrestrial surface, therefore using the topocentric system. For that, we constructed a didactic sequence, grounded in Ausubel´s meaningful learning theory (2003) and in Moreira´s critical meaningful learning theory (2010), which was applied to students in 9th grade of elementary school and in 2th grade of high school at Escola Estadual Jerônimo Arantes, in Uberlândia, Minas Gerais, owing to their previous knowledge and alternative conceptions, which were collected via interviews. Afterwards, to evaluate the applied methodology, we made new interviews, by which we realized improvement in learning in relation to the characteristics of the seasons based on Sun´s apparent path, which we attribute to reference the change of observation and the means to obtain data on the volume of rainfall and average temperature in the city throughout the year. On the other hand, there are points that were not highlighted in learning, such as the link between winter and rainy season and the causes of the seasons, points left to be discussed in future investigations.