Concept maps as a tool to analyze the ideas of teacher training students regarding what to teach on human nutrition in Primary Education

Concept maps are a technique used to obtain a visual representation of a person's ideas about a concept or a set of related concepts. Specifically, in this paper, through a qualitative methodology, we analyze the concept maps proposed by 52 groups of teacher training students in order to find out the characteristics of the maps and the degree of adequacy of the contents with regard to the teaching of human nutrition in the 3rd cycle of primary education. The participants were enrolled in the Teacher Training Degree majoring in Primary Education, and the data collection was carried out through a training activity under the theme of what to teach about Science in Primary School? The results show that the maps are a useful tool for working in teacher education as they allow organizing, synthesizing, and communicating what students know. Moreover, through this work, it has been possible to see that future teachers have acceptable skills for representing the concepts/ideas in a concept map, although the level of adequacy of concepts/ideas about human nutrition and its relations is usually medium or low. These results are a wake-up call for teacher training, both initial and ongoing, because they shows the inability to change priorities as far as the selection of content is concerned.

Tempo atmosférico numa perspetiva CTS através do ensino por pesquisa

O ser Humano, desde sempre tem tentado estabelecer relações entre si, o tempo e o clima, de modo a melhorar as suas condições de vida. Atualmente existem questões problema que ameaçam a humanidade, nomeadamente as alterações climáticas e o aquecimento global com vista à promoção de um Desenvolvimento Sustentável. À educação é atribuída extrema importância no desenvolvimento de uma adequada perceção da situação do planeta. Este facto levou as Nações Unidas a proclamarem, no início deste século (dezembro de 2002), a Década da Educação para o Desenvolvimento Sustentável. Um desafio internacional lançado aos países para que recorram à educação como ferramenta essencial na promoção do Desenvolvimento Sustentável. A vida nas sociedades contemporâneas é extremamente influenciada pelos desenvolvimentos científicos e tecnológicos, dependendo dos seus respetivos progressos. Como tal, a Educação Científica assume um papel fundamental na compreensão das problemáticas que o ser Humano enfrenta, assim como na sua própria consciencialização da responsabilidade na situação planetária atual. Devendo promover o desenvolvimento de cidadanias proactivas, fundamentadas e responsáveis, no sentido da mudança, numa perspetiva crítica global que garanta a sustentabilidade do planeta. Estes factos são alvo de reflexão por parte de diversas instâncias da sociedade tais como a UNESCO, comunidades nacionais e internacionais de investigação em Educação Científica, e o poder político que se espelham em propostas de reforma e de revisão curricular em diversos países. Neste contexto, a Escola, como instituição formal de Educação, toma o papel primordial de promover o Desenvolvimento Sustentável através da aquisição de conhecimentos, atitudes, valores e competências que permitam desenvolver nos alunos uma consciencialização ecológica e uma literacia científica. Com este propósito em mente surge a questão investigativa deste estudo “Como Abordar o Tempo Atmosférico numa Perspetiva CTS Através do Ensino Por Pesquisa?”. Assim, usando o laboratório mais acessível e gratuito, a Atmosfera, e recursos facilmente acessíveis para desenvolver atividades simples é apresentada uma proposta de abordagem em sala de aula para a temática “Tempo Atmosférico” em particular a “Previsão e Descrição do Tempo Atmosférico”. A Atmosfera é um fascinante laboratório de ensino, porque nela se podem estudar alguns processos físicos lecionados ao longo dos mais variados níveis de ensino nas disciplinas de Física, Química e Geografia. Na Atmosfera, podem realizar-se diversos estudos simples, que de uma forma fácil respondem a inquietantes questões relacionadas com a Previsão e Descrição do Tempo Atmosférico. Neste estudo foi desenvolvida e usada uma metodologia para construir e interpretar mapas de tempo permitindo a alunos do 3º Ciclo do Ensino Básico fazer a Previsão e Descrição do Tempo Atmosférico. Após a aplicação da estratégia para o desenvolvimento de capacidades, de criatividade, envolvimento, cidadania e de pensamento crítico, os alunos responderam a um questionário. Através do tratamento dos dados obtidos pode-se considerar que em média 97% dos alunos consideram importante ou muito importante o estudo desta temática e que tem influência no seu dia-a-dia. Verificou-se que em média, se passou de 26% de respostas cientificamente corretas ou parcialmente corretas para 83% de respostas cientificamente corretas ou parcialmente corretas, o que demostra que a estratégia proposta atingiu os seus propósitos que passavam por dinamizar e fomentar uma cultura meteorológica nas escolas e para as escolas. Salienta-se a importância da possibilidade do trabalho em rede e das suas potencialidades na motivação dos alunos dada a oportunidade de fazer diagnóstico do tempo atmosférico local e inter-regiões. Os alunos consultaram e interpretaram mapas de tempo atmosférico, usaram a Internet e compreendam a relação e a influência entre diferentes parâmetros meteorológicos. Os resultados obtidos neste estudo permitem afirmar que os alunos desenvolveram competências numa área que é uma preocupação de cada um, o diagnóstico do tempo atmosférico. Cresceu neles uma cultura meteorológica e as aprendizagens nesta temática podem transbordar para colegas, amigos, pais e toda a comunidade escolar. Assim pode considerar-se que a estratégia implementada foi promotora de mudança, de aquisição de conhecimentos e do desenvolvimento de competências numa temática tão aliciante que envolve o Desenvolvimento Sustentável. Considera-se ainda que a estratégia usada neste estudo é motivadora, aliada à dinâmica CTS e ao Ensino Por Pesquisa, com vista a ser utilizada em contexto de sala de aula. Este estudo é uma forte contribuição para o Ensino das Ciências em especial no ensino da temática Tempo Atmosférico e é uma ferramenta importante que pode e deve ser utilizada em contexto escolar pois está escrito de modo a ser consultado por profissionais de ensino, nomeadamente pelos professores de Física, Química e de Geografia de modo a promoverem o desenvolvimento de competências de literacia científica e de cidadania e contribuir para a formação de futuros cidadãos ativos e conscientes defensores da Sustentabilidade da Terra.

A Figured Worlds Perspective on Middle School Learners' Climate Literacy Development

The purpose of this study was to investigate the nature of the relationship between middle school science learners’ conditions and their developing understandings of climate change. I applied the anthropological theoretical perspective of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998) to examine learners’ views of themselves and their capacities to act in relation to climate change. My overarching research question was: How are middle school science learners’ figured worlds of climate change related to the conditions in which they are embedded? I used a descriptive single-case study design to examine the climate change ideas of eight purposefully selected 6th grade science learners. Data sources included: classroom observations, curriculum documents, interviews, focus groups, and written assessments and artifacts, including learners’ self- generated drawings. I identified six analytic lenses with which to explore the data. Insights from the application of these analytic lenses provided information about the elements of participants’ climate change stories, which I reported through the use of a storytelling heuristic. I then synthesized elements of participants’ collective climate change story, which provided an “entrance” (Kitchell, Hannan, & Kempton, 2000, p. 96) into their figured world of climate change. Aspects of learners’ conditions—such as their worlds of school, technology and media use, and family—appeared to shape their figured world of climate change. Within their figured world of climate change, learners saw themselves—individually and as members of groups—as inhabiting a variety of climate change identities, some of which were in conflict with each other. I posited that learners’ enactment of these identities – or the ways in which they expressed their climate change agency – had the potential to reshape or reinforce their conditions. Thus, learners’ figured worlds of climate change might be considered “spaces of authoring” (Holland et al., 1998, p. 45) with potential for inciting social and environmental change. The nature of such change would hinge on the extent to which these nascent climate change identities become salient for these early adolescent learners through their continued climate change learning experiences. Implications for policy, curriculum and instruction, and science education research related to climate change education are presented.

Building capacity in the parliaments of Jordan and Morocco : an institutional approach

This thesis examines the parliaments of Jordan and Morocco within an institutional approach. Previous studies of the Middle East and North Africa [MENA] parliaments tended to identify some trends, but most were concerned with the governments’ behaviour rather than examining the extent to which these institutions were working and what their capacity was. This thesis takes an institutional approach as the context for assessing the role of these parliaments, considering in particular their committees and administrative systems. The study emphasizes capacity building to complement the institutional approach adopted. Taking an institutional approach and considering capacity building in the two parliaments the dynamics of environmental factors, the constraints on committees, and administrative capabilities are examined. With this approach, it is possible to identify factors that shaped the current work of the two parliaments ranging from the environment, regulations, political system, and the economic and social identities that may influence the way these parliaments operate. This approach also reveals some of the strengths and weaknesses of the parliamentary practices and the administrative supporting services undertaken, including an explanation of how these parliaments are operating under their respective governing systems. This research offers an empirical study of the chosen parliaments by acknowledging the current levels of capacity and trying to contextualise their identities and capabilities. The findings demonstrate that the institutional approach and capacity building in the two parliaments is highly influenced by a variety of arrangements of legislatures along with the environmental factors affecting the two parliaments’ way of work. This research contributes to institutional and capacity building studies, particularly on the development of parliamentary institutions in the MENA region. This approach recommends the need to undertake further case studies involving other parliaments in the MENA region particularly those accommodating the political transformation towards a new era of vibrant new democracies, not only by rearranging institutional structures, practices and support, but also through cognitive, discursive, and social participation in the two countries’ most prominent institutions – their parliaments.

Competences for science teaching at the 21st century

This study presents a contribution to the conceptual and terminological clarification of the concept of teaching competence, as well as for the identification of a competencial framework of competences for science teaching at a primary education level, having in mind educating citizens for the 21st century as scientific literates. The proposed framework was developed based on an intensive literature review and on the contributions emerging from a shared reflection between researchers in science education (teachers educators), future primary teachers (pre-service teachers) and in-service primary teachers.

The library of the Institute of Alajuela address the information and communication technologies: User training and information literacy

The Library of the Institute of Alajuela made an induction experience and training of users and ventured into the information literacy and engaged in the work of the teaching-learning as an integral part of the curriculum. The actions of the library in developing search strategies, location, selection and use of information brought inthe health service, changes to the role of the library, the librarian, the book and the information in the educational environment.By sharing this experience is intended to provide information that can motivate staff of educational institutions that wish toenter the field of information literacy as a strategy to support the development oflifelong independent learning skills and meaningful learning. Currently, the library should be a proactive part in the education of students but also teachers, administrative and family.This will result in a benefit to Costa Rica: the development of youth and their proper integration into the workplace.

As representações dos alunos relativamente às acções que têm lugar nas aulas da disciplina de ciências da terra e da vida no 10º ano de escolaridade

Dissertação de mest. em Observação e Análise da Relação Educativa, Faculdade de Ciências Humanas e Sociais, Univ. do Algarve, 2003

Geographical literacy, attitudes, and experiences of freshman students: A qualitative study at Florida International University

The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. ^ In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. ^ The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. ^ The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge. ^ The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.^

La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas

To think of an educational proposal that teaches how to learn, it is necessary to consider a change not only educationally but also political, social, economical, ecological, cultural, among others, to enable an understanding of reality and in which there can be a construction of knowledge and a crucial role of sciences. But we must not forget that the development of science has been marked by the so-called positivistic science that it is characterized by interpreting phenomena and how this function through theories and laws, where the context and humans have a very poor leading role, if any, to which one can call scientism, which has allowed development even above human needs. However, since the 90s, there is a resurgence of progressive humanism in the educational fields, where there is a search of a revaluation of what it is considered human, which involves a series of epistemological and methodological changes that drives us towards new ways of working. This calls us to reflect on extreme choices to build knowledge, beyond the traditional teaching of the sciences, which are comprehensive, systematic, and flexible and rooted in a humanistic culture. Some models of the new trends are: directed research, discovery learning, inquiry learning and teaching of science and new technologies.

High p(T) nonphotonic electron production in p plus p collisions at root s=200 GeV

We present the measurement of nonphotonic electron production at high transverse momentum (p(T) > 2.5 GeV/c) in p + p collisions at root s = 200 GeV using data recorded during 2005 and 2008 by the STAR experiment at the Relativistic Heavy Ion Collider (RHIC). The measured cross sections from the two runs are consistent with each other despite a large difference in photonic background levels due to different detector configurations. We compare the measured nonphotonic electron cross sections with previously published RHIC data and perturbative quantum chromodynamics calculations. Using the relative contributions of B and D mesons to nonphotonic electrons, we determine the integrated cross sections of electrons (e++e-2/2) at 3 GeV/c < p(T) < 10 GeV/c from bottom and charm meson decays to be [(d sigma((B -> e)+(B -> D -> e))/(dy(e))](ye=0) 4.0 +/- 0.5(stat) +/- 1.1(syst) nb and [(d sigma(D -> e))/(dy(e))](ye=0) = 6.2 +/- 0.7(stat) +/- 1.5(syst) nb, respectively.

Strange and multistrange particle production in Au plus Au collisions at root s(NN)=62.4 GeV

We present results on strange and multistrange particle production in Au + Au collisions at root s(NN) = 62.4 GeV as measured with the STAR detector at RHIC. Midrapidity transverse momentum spectra and integrated yields of K(S)(0), Lambda, Xi, and Omega and their antiparticles are presented for different centrality classes. The particle yields and ratios follow a smooth energy dependence. Chemical freeze-out parameters, temperature, baryon chemical potential, and strangeness saturation factor obtained from the particle yields are presented. Intermediate transverse momentum (p(T)) phenomena are discussed based on the ratio of the measured baryon-to-meson spectra and nuclear modification factor. The centrality dependence of various measurements presented show a similar behavior as seen in Au + Au collisions at root s(NN) = 200 GeV.

Parton energy loss in heavy-ion collisions via direct-photon and charged-particle azimuthal correlations

Charged-particle spectra associated with direct photon (gamma(dir)) and pi(0) are measured in p + p and Au + Au collisions at center-of-mass energy root(S)(NN) = 200 GeV with the STAR detector at the Relativistic Heavy Ion Collider. A shower-shape analysis is used to partially discriminate between gamma(dir) and pi(0). Assuming no associated charged particles in the gamma(dir) direction ( near side) and small contribution from fragmentation photons (gamma(frag)), the associated charged-particle yields opposite to gamma(dir) (away side) are extracted. In central Au + Au collisions, the charged-particle yields at midrapidity (vertical bar eta vertical bar < 1) and high transverse momentum (3 < (assoc)(PT) < 16 GeV/c) associated with gamma(dir) and pi(0) (vertical bar eta vertical bar < 0.9, 8 < (trig)(PT) < 16 GeV/c) are suppressed by a factor of 3-5 compared with p + p collisions. The observed suppression of the associated charged particles is similar for gamma(dir) and pi(0) and independent of the gamma(dir) energy within uncertainties. These measurements indicate that, in the kinematic range covered and within our current experimental uncertainties, the parton energy loss shows no sensitivity to the parton initial energy, path length, or color charge.

Balance functions from Au+Au, d+Au, and p+p collisions at root s(NN)=200 GeV

Balance functions have been measured for charged-particle pairs, identified charged-pion pairs, and identified charged-kaon pairs in Au + Au, d + Au, and p + p collisions at root s(NN) = 200 GeV at the Relativistic Heavy Ion Collider using the STAR detector. These balance functions are presented in terms of relative pseudorapidity, Delta eta, relative rapidity, Delta y, relative azimuthal angle, Delta phi, and invariant relative momentum, q(inv). For charged-particle pairs, the width of the balance function in terms of Delta eta scales smoothly with the number of participating nucleons, while HIJING and UrQMD model calculations show no dependence on centrality or system size. For charged-particle and charged-pion pairs, the balance functions widths in terms of Delta eta and Delta y are narrower in central Au + Au collisions than in peripheral collisions. The width for central collisions is consistent with thermal blast-wave models where the balancing charges are highly correlated in coordinate space at breakup. This strong correlation might be explained by either delayed hadronization or limited diffusion during the reaction. Furthermore, the narrowing trend is consistent with the lower kinetic temperatures inherent to more central collisions. In contrast, the width of the balance function for charged-kaon pairs in terms of Delta y shows little centrality dependence, which may signal a different production mechanism for kaons. The widths of the balance functions for charged pions and kaons in terms of q(inv) narrow in central collisions compared to peripheral collisions, which may be driven by the change in the kinetic temperature.

gamma cross section in p plus p collisions at root s=200 GeV

We report on a measurement of the gamma(1S + 2S + 3S) -> e(+)e(-) cross section at midrapidity in p + p collisions at root s = 200 GeV. We find the cross section to be 114 +/- 38(stat + fit)(-24)(+23)(syst) pb. Perturbative QCD calculations at next-to-leading order in the color evaporation model are in agreement with our measurement, while calculations in the color singlet model underestimate it by 2 sigma. Our result is consistent with the trend seen in world data as a function of the center-of-mass energy of the collision and extends the availability of gamma data to RHIC energies. The dielectron continuum in the invariant-mass range near the gamma is also studied to obtain a combined yield of e(+)e(-) pairs from the sum of the Drell-Yan process and b-(b) over bar production.