A prática interdisciplinar como estratégia de aprendizagem na formação continuada: uma experiência com professores da área das ciências da natureza

The school is a privileged locus of pedagogical reflection and, therefore, can and must be the best place for the process of continuing graduation for teachers. This process can be very productive if executed with an interdisciplinary group, once interdisciplinarity enables sharing different disciplines and also different personal stories. This study aimed to build a continuing graduation opportunity with an interdisciplinary group of teachers to Natural Sciences area, in a private school in the city of Natal - RN. This opportunity was build using as a tool the elaboration of interdisciplinary class called dialog-lesson. The methodology was in accordance with the principles of the qualitative approach of search-action, and the methodological way consisted of three stages that sought to meet the specific objectives: the definition of multidisciplinarity and interdisciplinarity, which had teachers in the Natural Sciences area; present a proposal that emerged from group discussions, identifying some elements of the limits and possibilities of the activity developed by the group of teachers from the Natural Sciences area. The results showed a studies lack on the subject by teachers and induced the reading and studing the Education legal documents (LDB, PCNEM and OCNEM). The planning of lessons led to the need for meetings that established the process of continuing graduation in exercising at the school. The interdisciplinary practice enable many gains, for example, the cohesion of the teachers, the perception need to constantly update and use of teaching units for planning. But it was also possible to observe limits, such as the difficulty of working with large classes and the danger of the content become superficial. The experience has shown that continuing graduation at school is possible and can be beneficial the use of interdisciplinary groups for this purpose, because it allows the exchange of experiences and pratice reflection of teaching in the itself exercise of this teaching

A estratégia didática de resolução de problemas na formação de professores de química

In this work it is presented a research developed in the initial training of teachers of the chemistry graduation course at the Universidade Federal do Rio Grande do Norte (UFRN). The intervention was realized in two classes in the context of a discipline in the curricular structure with nineteen undergraduate students of chemistry. The study utilizes characteristics of the qualitative approach and uses observation, questionnaires, interviews and examination papers. The experiment involved a sequence of activities fundamented on the Problem Solving (PS) teaching strategy to approach chemical concepts. The proposal was planned and organized according to the theoretical presupposition of the work developed by the authors of the Science Education in PS, of teaching experience and from the initial hypotheses of the research. The goal was that the future teachers could experience the strategy and advance to the new meanings. The themes addressed in the activities were the difference between exercises and problems, exercises turning into problems, the steps of problem solving and some implications of the teaching strategy for the work of the teacher. The results showed evidence that through a process of collective reflection, and from the difficulties experienced in the strategy practice, the undergraduates are introduced to new perspectives of reflection and action of teaching practice, and understanding some benefits of innovative proposals for the teaching of chemistry. It also showed that, although this theme is approached, in some moments of the graduation, the future teachers don‟t know when or how to realize activities in this perspective. From the aspects that rose in research we highlighted the difficulties in the problem solving steps, the use of the strategy in school and the knowledge and skills of the teacher for planning activities in Problem Solving

Integral equations of scattering in one dimension

A self-contained discussion of integral equations of scattering is presented in the case of centrally symmetric potentials in one dimension, which will facilitate the understanding of more complex scattering integral equations in two and three dimensions. The present discussion illustrates in a simple fashion the concept of partial-wave decomposition, Green's function, Lippmann-Schwinger integral equations of scattering for wave function and transition operator, optical theorem, and unitarity relation. We illustrate the present approach with a Dirac delta potential. (C) 2001 American Association of Physics Teachers.

Simple derivation of general Fierz-type identities

General Fierz-type identities are examined and their well-known connection with completeness relations in matrix vector spaces is shown. In particular, I derive the chiral Fierz identities in a simple and systematic way by using a chiral basis for the complex 4 X 4 matrices. Other completeness relations for the fundamental representations of SU(N) algebras can be extracted using the same reasoning. (c) 2005 American Association of Physics Teachers.

Laser interferometric characterization of a vibrating speaker system

An experiment that combines opto-mechanical and electrical measurements for the characterization of a loudspeaker is presented. We describe a very simple laser vibrometer for evaluating the amplitude of the vibration (displacement) of the speaker cone. The setup is essentially a Michelson-type interferometer operated by an inexpensive semiconductor laser (diode laser). It is shown that the simultaneous measurements of three amplitudes (displacement, electrical current, and applied voltage), as functions of the frequency of vibration, allow us to characterize the speaker system. The experiment is easy to perform, and it demonstrates several useful concepts of optics, mechanics, and electricity, allowing, students to gain an intuitive physical insight into the relations between mathematical models and, an actual speaker system. (C) 2003 American Association of Physics Teachers.

The magnetic field of a current carrying cosmic string

The magnetostatic field of an infinite rectilinear current placed in the stationary gravitational field of a rotating cosmic string is found. An interesting aspect of this problem is that although the metric is mathematically very simple, its physical meaning is not trivial. It depends only on topological parameters. So, the cosmic string vacuum space-time is locally equivalent to the Minkowski space-time, but not globally. The calculations are so simple that they can easily be shown in the classroom. © 1997 American Association of Physics Teachers.

Two definitions of the electric polarizability of a bound system in relativistic quantum theory

For the electric polarizability of a bound system in relativistic quantum theory, there are two definitions that have appeared in the literature. They differ depending on whether or not the vacuum background is included in the system. A recent confusion in this connection is clarified. © 1999 American Associations of Physics Teachers.

Spirituality: Do teachers and students hold the same opinion?

Background:  Few studies have investigated potential differences between the opinions of educators and undergraduates regarding spirituality in patient care. Understanding these differences, could lead to better strategies for educational proposes. Purpose:  To compare the opinions of medical teachers (MTs) and medical students (MSs) regarding spirituality training in a Brazilian medical school. Methods:  A cross-sectional study was conducted. MTs and MSs filled out a questionnaire containing the Duke Religion Index, and questions regarding spirituality in clinical practice and at medical school. A comparison between early-curriculum MSs, late curriculum MSs and MTs was carried out. Chi-square (categorical) and Mann-Whitney (continuous/ordinal) tests were used. Results:  A total of 475 MSs and 44 MTs were evaluated. Results showed that MSs did not address spirituality as frequently as MTs (p<0.001), and that most participants did not feel prepared to address this issue, and believe that Brazilian medical schools are not giving all the required information in this field. Nevertheless, they believe MSs should be prepared to discuss these issues. Late-curriculum MSs believed that spirituality plays a more positive role in patient health (p=0.027), and were more prone to address this issue than early-curriculum MSs (p=0.023). Conclusion:  These findings revealed some of the challenges faced by spirituality medical training in Brazil, and differences between MTs and MSs regarding this issue. Further studies are needed to replicate these findings in other countries. © Blackwell Publishing Ltd 2013.

Challenges of teaching corporate environmental management in Brazil

This paper sheds light on the main challenges of teaching Corporate Environmental Management (CEM) in Brazil. Thus, we analysed the main challenges for CEM in Brazil from the viewpoint of teachers. The objective of the research is achieved by means of interviews performed with five renowned professors responsible for teaching CEM in undergraduate courses. Results indicate five types of barriers for teaching CEM: weak integration of other teachers in the teaching of CEM; low level of acceptance of CEM as a subject by the peers teachers; a lack of focus on business while teaching CEM; a scarcity of CEM teaching materials appropriate for the realities of Brazil; and a relative lack of interest among some students in CEM. Teaching CEM is fundamental for the education of more responsible students, but little is known about teaching CEM in Brazil.. Copyright © 2013 Inderscience Enterprises Ltd.

A escolha profissional de licenciados em física de uma universidade pública

Pós-graduação em Educação para a Ciência - FC

Indícios da cultura docente revelados em um contexto online no processo da formação de professores de matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Expectativas e dificuldades de licenciandos em matemática relativas ao uso da tecnologia informática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de arte para alunos com deficiência: relato dos professores

Pós-graduação em Educação - FFC

Formação de professores: identidade e mal-estar docente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O uso das TIC no processo de ensino e aprendizagem da matemática: das práticas às concepções docentes

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)