Física no futebol: objeto de aprendizagem gamificado para o ensino de física em mídias digitais por meio do esporte a partir do edutretenimento

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Alguns aspectos da transposição de uma sequencia didática sobre o comportamento de partículas e ondas

This work presents a partial analysis of the implementation of a didactic sequence aimed at undergraduate students of quantum chemistry. The sequence develops on some fundamental concepts to understand the behavior of the objects particles and waves in the doubleslit experiment. The analysis is based on the didactic transposition theory, proposed by Yves Chevallard, which allows reflection upon the scientific knowledge reorganized to be used in teaching contexts. Our interest in this study lays on the dynamics of transposition of knowledge-to-be-taught into knowledge-taught, particularly the importance of making concepts more comprehensible. Results showed that the communication of knowledge by the students is presented with interruptions, gaps and colloquial language. The analysis allowed the identification of needs and possibilities of learning, as well as a turn in the teacher practice, through a dynamic process of action and reflection.

Programa ReAção: uma análise das contribuições de uma pesquisa colaborativa com professores para a melhoria do ensino de ciências

The teaching of Science is one great challenge not only for educators but also for researchers in our country. In a globalized world where the social foundations, cultural and economic depend fundamentally on science and technology, science education is a basic requirement for the exercise of citizenship. Multiple initiatives have been taken to improve the quality of teaching of science practiced in our schools: the ReAction Program is the result of a set of actions developed by a public educational policy that invests in improving the Teaching of Science the elementary school. In this work, we present a history of this program and the search on the contribution and the actions developed, the collaborative research with a group of teachers-multiplier, and the evaluation of the teaching of science, measured from notes, frequency and speech teacher.

O papel do ensino informal de ciências: uma análise sobre o impacto do show de energia sobre o interesse dos alunos para cursos das áreas de ciências exatas

Our work aims to discuss the teaching of science in the context of informal education. Thus, we present and analyze the results of an initiative that we have made seeking to interest high school students to study sciences and technology. The Energy shows are activities which are presented in experimental demonstrations of science concepts to middle school students. After the show the students respond to a questionnaire which formed the basis for this study. The results indicate that the achievement of shows have had an impact on students.

Ocorrência de pesquisas narrativas sobre formação de professores de Ciências e Matemática no Brasil, de 2000 a 2010

In this article, we present results that express the occurrence of narratives researches in the form of theses and dissertations in postgraduate programs in Brazil, from 2000 to 2010 in the Teaching of Science and Mathematics area. We consulted the Student Registration, on the site of the Coordination of Improvement of Higher Education Personnel, through the keywords: narrative research, narrative inquiry and teacher training. Through reading the abstracts, we identified the area of knowledge, the IES and the supervisor. Of the 162 (one hundred, sixty two) academic productions identified, 31 (thirty-one) are in the area of Science and Mathematics teaching. The data obtained point to the existence of groups of studies and research training in the country engaged in narrative research in Mathematics and Science Teaching, in line with teacher training.

Histórias em quadrinhos como recurso didático para o ensino do corpo humano em anos iniciais do Ensino Fundamental

Teaching resources involve different elements used to support the organization of teaching and learning. Among these are the comic books, involving visual aspects, both cognitive and creative, that provide an alternative way to complement the lectures. The aim of this study was to develop and evaluate a comic book entitled “Human Body”, focusing on the circulatory, digestive, nervous and respiratory systems, to provide an alternative resource for the teaching of the content in the initial years. The material was evaluated with students of the 5th year of elementary education at a public school in the state of São Paulo, through the use of questionnaires. The comic book proved to be valid as a complementary teaching resource for learning in students, enabling reflection on the relevance of the development and use of comics to science education in the initial years.

O tratamento de questões sociocientíficas na formação de futuros professores de ciências: possibilidades e desafios nas vozes dos licenciandos

The perspective STSE (Science-Technology-Society-Environment) was recently implemented in the training courses for science teachers in Brazil, and proposes greater coordination of scientific knowledge with subjective questions that constitute the science, enables discussion of the nature of science and its implications for social and environmental issues. The present work aims to contribute to training of science teachers that approximates the current demands of contemporary society. Having as theoretical reasons the implications of STSE Movement in science teaching, we bring some considerations on pedagogical practices of undergraduates in Biological Sciences held within its Supervised. Through content analysis of the speeches of undergraduates, we can identify contributions and limitations that treatment of socio-scientific issues (SSI) revealed in the process, putting to discuss some aspects that are tangent training teachers committed to a contextualized view of science and scientific training. It discusses, among them, the relationship theory and practice in supervised training of future teachers’ conceptions about the implications of the STSE perspective in science teaching and science teacher positioning ahead controversial themes.

Cursos de licenciatura na área de ciências: a temática inclusão escolar de alunos com necessidades educacionais especiais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Caixa experimentoteca: uma proposta para o ensino de astronomia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Um processo para utilizar a tecnologia de impressão 3D na construção de instrumentos didáticos para o ensino de Ciências

Pós-graduação em Educação para a Ciência - FC

A presença de alunos autistas em salas regulares, a aprendizagem de ciências e a alfabetização científica: percepções de professores a partir de uma pesquisa fenomenológica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A presença de alunos autistas em salas regulares, a aprendizagem de ciências e a alfabetização científica: percepções de professores a partir de uma pesquisa fenomenológica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

High precision astrometry mission for the detection and characterization of nearby habitable planetary systems with the Nearby Earth Astrometric Telescope (NEAT)

A complete census of planetary systems around a volume-limited sample of solar-type stars (FGK dwarfs) in the Solar neighborhood (d a parts per thousand currency signaEuro parts per thousand 15 pc) with uniform sensitivity down to Earth-mass planets within their Habitable Zones out to several AUs would be a major milestone in extrasolar planets astrophysics. This fundamental goal can be achieved with a mission concept such as NEAT-the Nearby Earth Astrometric Telescope. NEAT is designed to carry out space-borne extremely-high-precision astrometric measurements at the 0.05 mu as (1 sigma) accuracy level, sufficient to detect dynamical effects due to orbiting planets of mass even lower than Earth's around the nearest stars. Such a survey mission would provide the actual planetary masses and the full orbital geometry for all the components of the detected planetary systems down to the Earth-mass limit. The NEAT performance limits can be achieved by carrying out differential astrometry between the targets and a set of suitable reference stars in the field. The NEAT instrument design consists of an off-axis parabola single-mirror telescope (D = 1 m), a detector with a large field of view located 40 m away from the telescope and made of 8 small movable CCDs located around a fixed central CCD, and an interferometric calibration system monitoring dynamical Young's fringes originating from metrology fibers located at the primary mirror. The mission profile is driven by the fact that the two main modules of the payload, the telescope and the focal plane, must be located 40 m away leading to the choice of a formation flying option as the reference mission, and of a deployable boom option as an alternative choice. The proposed mission architecture relies on the use of two satellites, of about 700 kg each, operating at L2 for 5 years, flying in formation and offering a capability of more than 20,000 reconfigurations. The two satellites will be launched in a stacked configuration using a Soyuz ST launch vehicle. The NEAT primary science program will encompass an astrometric survey of our 200 closest F-, G- and K-type stellar neighbors, with an average of 50 visits each distributed over the nominal mission duration. The main survey operation will use approximately 70% of the mission lifetime. The remaining 30% of NEAT observing time might be allocated, for example, to improve the characterization of the architecture of selected planetary systems around nearby targets of specific interest (low-mass stars, young stars, etc.) discovered by Gaia, ground-based high-precision radial-velocity surveys, and other programs. With its exquisite, surgical astrometric precision, NEAT holds the promise to provide the first thorough census for Earth-mass planets around stars in the immediate vicinity of our Sun.

Assessment of cardiovascular risk of patients with arterial hypertension of a public health unit

OBJECTIVE: To assess the cardiovascular risk, using the Framingham risk score, in a sample of hypertensive individuals coming from a public primary care unit. METHODS: The caseload comprised hypertensive individuals according to criteria established by the JNC VII, 2003, of 2003, among 1601 patients followed up in 1999, at the Cardiology and Arterial Hypertension Outpatients Clinic of the Teaching Primary Care Unit, at the Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo. The patients were selected by draw, aged over 20 years, both genders, excluding pregnant women. It was a descriptive, cross-sectional, observational study. The Framingham risk score was used to stratify cardiovascular risk of developing coronary artery disease (death or non-fatal acute myocardial infarction). RESULTS: Age range of 27-79 years ( = 63.2 ± 9.58). Out of 382 individuals studied, 270 (70.7%) were female and 139 (36.4%) were characterized as high cardiovascular risk for presenting diabetes mellitus, atherosclerosis documented by event or procedure. Out of 243 stratified patients, 127 (52.3%) had HDL-C < 50 mg/dL; 210 (86.4%) had systolic blood pressure > 120 mmHg; 46 (18.9%) were smokers; 33 (13.6%) had a high cardiovascular risk. Those added to 139 enrolled directly as high cardiovascular risk, totaled up 172 (45%); 77 (20.2%) of medium cardiovascular risk and 133 (34.8%) of low risk. The highest percentage of high cardiovascular risk individuals was aged over 70 years; those of medium risk were aged over 60 years; and the low risk patients were aged 50 to 69 years. CONCLUSION: The significant number of high and medium cardiovascular risk individuals indicates the need to closely follow them up.

Locating American Indian Sciences : a report on the development, use, and analysis of a survey of perceptions

All students in the United States of America are required to take science. But what if there is not a science, but in fact a number of sciences? Could every culture, perhaps every different grouping of people, create its own science? This report describes a preliminary survey, the goal of which is to improve the teaching of science at American Indian Opportunities and Industrialization Center in Minneapolis, Minnesota by beginning to understand the differences between Western and American Indian sciences.