Utilizar los juegos para aprender a resolver conflictos = Using games to learn and resolve conflicts

The characteristics of games make them excellent tools for multiple learning situations in the area of Physical Education, aswell as learning those necessary skills that allow students to handle social situations and especially conflicts. Understandingthat a conflict may be considered from a constructive perspective and that it may represent an excellent learningopportunity is a fundamental point. Games can help us in this task but it is important that the teacher knows theircharacteristics and which may be the most convenient in each educational moment

Matemáticas y juego = Mathematics and games

In this article we try to look at the learning of mathematics through games in the first years of schooling. The use of game resources in the class should not be carried out in a uniquely intuitive way but rather in a manner that contains some preliminary reflections such as, what do we understand by games? Why use games as a resource in the Mathematics classroom? And what does its use imply?

El juego y su estructura interna en relación con el trabajo de la condición física en primaria = Games and their internal structure in relation to the work of physical condition in Primary Education

One of the methodological resources that teachers use in a generalised way in Physical Education classes is the game. Inthis article we define the concept of game and analyse the characteristics of their internal structure. On the other hand welook at the concepts of physical condition and conditional skills and describe the objectives of its work in Primary Education.Finally, we relate these concepts and propose two practical examples of modifying the internal structure of the game so asto produce variations in the implied conditional skills

Serious games baseados em realidade virtual para educação médica

A evolução tecnológica tem permitido utilizar novas abordagens no processo de ensino-aprendizagem. Os serious games se relacionam com uma categoria especial de jogos, voltados a conteúdos e finalidades específicos, nos quais o jogador utiliza seus conhecimentos para resolver problemas, conhecer novas problemáticas e treinar tarefas. Uma das tecnologias propícias à construção de serious games é a Realidade Virtual, que oferece ambientes computacionais tridimensionais com formas avançadas de interação capazes de prover maior motivação ao processo de aprendizagem. No contexto da educação médica, tais aplicações apresentam um nicho ainda pouco explorado, se observados sua relevância e impactos na sociedade. Este artigo apresenta os serious games baseados em Realidade Virtual como uma proposta para o ensino de conteúdos específicos da área médica. Para isso, categoriza-os e apresenta o que tem sido desenvolvido nos últimos anos, seus componentes, características de desenvolvimento e suas potencialidades como oportunidades de pesquisa, desenvolvimento e negócios.

Learning through role-playing games: an approach for active learning and teaching

This study evaluates the use of role-playing games (RPGs) as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group) or a lecture (lecture-based group) on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later), the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

Biologia floral de Virola surinamensis (Rol.) Warb. (Myristicaceae)

Neste artigo são apresentadas informações sobre a biologia floral de Virola surinamensis (Rol.) Warb. (Myristicaceae), espécie florestal dióica de relevante importância econômica na região amazônica. O estudo foi realizado em uma área de várzea próximo à bacia do igarapé Murutucum, lado direito do rio Guamá, localizada no Campus da Faculdade de Ciências Agrárias do Pará, na cidade de Belém, Estado do Pará, no período de janeiro a dezembro de 2001. Avaliou-se a biologia floral desde o aparecimento dos botões florais até a senescência das flores estaminadas, bem como a formação de frutos nas flores pistiladas. Testes bioquímicos foram aplicados para verificação de odor, pigmentos, osmóforos e receptividade do estigma. A observação no comportamento dos visitantes florais foi realizada durante o período diurno, registrando-se os horários de visitas, tempo de permanência na flor e freqüência; alguns indivíduos foram coletados com rede entomológica e identificados no Departamento de Zoologia do Museu Paraense Emílio Goeldi. A antese ocorreu entre 6 e 16 h nas flores estaminadas e entre 8 e 16 h nas flores pistiladas; a presença de odor foi constatada apenas nas flores estaminadas, enquanto os pigmentos e osmóforos foram encontrados em ambas as flores; o estigma mostrou-se receptivo no período entre 12 e 14 h. Os insetos da ordem diptera foram os visitantes mais freqüentes nas flores estaminadas e pistiladas e as espécies Copestylum sp. e Erystalys sp., as responsáveis pela polinização.

Playing to Learn: Business Simulation Games as Leadership Learning Environments

The aim of this dissertation is to investigate if participation in business simulation gaming sessions can make different leadership styles visible and provide students with experiences beneficial for the development of leadership skills. Particularly, the focus is to describe the development of leadership styles when leading virtual teams in computer-­supported collaborative game settings and to identify the outcomes of using computer simulation games as leadership training tools. To answer to the objectives of the study, three empirical experiments were conducted to explore if participation in business simulation gaming sessions (Study I and II), which integrate face-­to-­face and virtual communication (Study III and IV), can make different leadership styles visible and provide students with experiences beneficial for the development of leadership skills. In the first experiment, a group of multicultural graduate business students (N=41) participated in gaming sessions with a computerized business simulation game (Study III). In the second experiment, a group of graduate students (N=9) participated in the training with a ‘real estate’ computer game (Study I and II). In the third experiment, a business simulation gaming session was organized for graduate students group (N=26) and the participants played the simulation game in virtual teams, which were organizationally and geographically dispersed but connected via technology (Study IV). Each team in all experiments had three to four students and students were between 22 and 25 years old. The business computer games used for the empirical experiments presented an enormous number of complex operations in which a team leader needed to make the final decisions involved in leading the team to win the game. These gaming environments were interactive;; participants interacted by solving the given tasks in the game. Thus, strategy and appropriate leadership were needed to be successful. The training was competition-­based and required implementation of leadership skills. The data of these studies consist of observations, participants’ reflective essays written after the gaming sessions, pre-­ and post-­tests questionnaires and participants’ answers to open-­ ended questions. Participants’ interactions and collaboration were observed when they played the computer games. The transcripts of notes from observations and students dialogs were coded in terms of transactional, transformational, heroic and post-­heroic leadership styles. For the data analysis of the transcribed notes from observations, content analysis and discourse analysis was implemented. The Multifactor Leadership Questionnaire (MLQ) was also utilized in the study to measure transformational and transactional leadership styles;; in addition, quantitative (one-­way repeated measures ANOVA) and qualitative data analyses have been performed. The results of this study indicate that in the business simulation gaming environment, certain leadership characteristics emerged spontaneously. Experiences about leadership varied between the teams and were dependent on the role individual students had in their team. These four studies showed that simulation gaming environment has the potential to be used in higher education to exercise the leadership styles relevant in real-­world work contexts. Further, the study indicated that given debriefing sessions, the simulation game context has much potential to benefit learning. The participants who showed interest in leadership roles were given the opportunity of developing leadership skills in practice. The study also provides evidence of unpredictable situations that participants can experience and learn from during the gaming sessions. The study illustrates the complex nature of experiences from the gaming environments and the need for the team leader and role divisions during the gaming sessions. It could be concluded that the experience of simulation game training illustrated the complexity of real life situations and provided participants with the challenges of virtual leadership experiences and the difficulties of using leadership styles in practice. As a result, the study offers playing computer simulation games in small teams as one way to exercise leadership styles in practice.

XIIth olympic games Helsinki 1940 ticket section

36 x 41 cm

Helsinki and the 1940 olympic games

kuv., 12 x 21 cm

XIIth olympic games Helsinki Finland 20.VII - 4. VIII 1940

kuv., 15 x 23 cm

Floral biology and breeding system of three Ipomoea weeds

The floral biology of three weeds, Ipomoea cairica, I. grandifolia and I. nil (Convolvulaceae), was studied in Botucatu and Jaboticabal, São Paulo, in southeastern Brazil. The three species are melittophilous, with a varied set of floral visitors, but with some overlapping. Cluster analysis using Jacquard similarity index indicated a greater similarity among different plant species in the same locality than among the populations at different places, in relation to floral visitor sets. The promiscuous and opportunistic features of the flowers were shown, with such type of adaptation to pollination being advantageous to weeds since pollinator availability is unpredictable at ruderal environments.

Biologia floral de cinco espécies de Passiflora L. (Passifloraceae) em mata semidecídua

(Biologia floral de cinco espécies de Passiflora L. (Passifloraceae) em mata semidecídua). O estudo da biologia floral de cinco espécies de Passiflora foi feito em uma mata de planalto em Campinas, São Paulo. Passiflora alata, P. amethystina e P. miersii apresentam flores de cor púrpura a violeta e corona variegada. As flores são diurnas, perfumadas, autoincompatíveis e polinizadas por abelhas de grande porte. Passiflora amethystina e P. miersii diferem de P. alata por apresentarem filamentos livres no opérculo, que em P. alata é horizontal e denticulado. Estas diferenças no opérculo promovem comportamentos característicos das abelhas durante as visitas. Passiflora suberosa possui flores verde-amareladas e opérculo plicado. As flores são diurnas, inodoras, autocompatíveis e polinizadas por vespas. Em P. capsularis as flores são brancas e o opérculo é plicado. As flores são noturnas, perfumadas, autocompatíveis e possivelmente polinizadas por mariposas. O opérculo plicado das duas últimas espécies permite que os visitantes tenham fácil acesso ao néctar.