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

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

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

Aplicações da função logarítmica em sala de aula no ensino médio: uma proposta de solução de problemas pela transposição para a linguagem matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Computação gráfica: ferramenta didática de comunicação, design e produção

This paper aims to show some advantages brought by the computer graphics and inter-disciplinary communication within the academic institution UNESPBauru, using it as a teaching tool in undergraduate engineering and design. The communication in the classroom could be reconfigured through the adoption of new technologies by drawing a parallel between old and new programmatic contents, setting goals and parameters to improve communication between teacher and student, transferring and sediment of the given content and increasing production in quantity and complexity of work undertaken by students. As an example of computer graphics use, this work presents a final graduation work that was successful in the market, "Teardrop Trailer Caracol", as result of the final adoption of CAD technology as a teaching tool, design and production.

Didática multissensorial e o ensino inclusivo de ciências

Considering the discussions about the inclusion of disabled people in the regular education and the need to find methodologies that meet the diverse needs of students, this work brings to the discussion the multisensory didactic perspective as an alternative to science inclusive teaching.

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.

Uma experiência didática sobre viscosidade e densidade

In this work, a teaching experience is proposed in order to evaluate and differentiate, in a simple and clear way, two intrinsic properties of matter that make part of daily vocabulary, viscosity and density. To this end, three liquids for domestic use have been chosen, namely saccharose solution, biodegradable detergent and vegetal soybean oil. The results analysis evidences the lack of a proportional relationship among these properties.

A aplicação de uma sequencia didática: caixa eletrônico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Sequência didática como instrumento para a aprendizagem significativa do efeito fotoelétrico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Sequência didática e o interacionismo sociodiscursivo na geografia escolar: propostas teórico-metdologógicas

Pós-graduação em Geografia - IGCE

Titia vem cá ver a pedra alumiante que o papai trouxe'. História da Ciência, Radioatividade e o Césio-137 em Goiânia: propostas para uma unidade didática

This study aimed to discuss the recent contributions of History of Science to theteaching of chemistry. The theme of the teaching unit was on the accident of cesium-137 in Goiânia ? Goiás, Brazil (1987). This was a qualitative study in which researcherand professor use the methodology of teaching on research. Thus, students should seekinformation, organize the data collected and establish relationships. Students producedposters in an exhibition at the school on the twentieth anniversary of the accident.Results demonstrated the importance of this resource. It was possible to exploit theabundance of detail and illustrations utilized what themes they students considerimportant and which they exploited. A poster exhibition on the theme indicated thestrong interest of students to participate in all activities proposed. The study alsorevealed the importance of using elements of the History of Science in ChemicalEducation and its relationship to the daily life of students.Key words: history of science; radioactivity; cesium-137