Les tècniques científiques integrades del grau de ciencies ambientals: una experiència de pràctiques basades en un disseny per competències

En el marc del nou disseny dels plans d’estudis del primer curs dels graus de la Facultat de Ciències de la UdG, el curs 2009/10 es varen començar a impartir unes assignatures sota el nom de Tècniques Científiques Integrades (TCI). Les TCI’s suposen una transformació absoluta del model de pràctiques que es desenvolupaven a les antigues llicenciatures. La nova organització ha eliminat les pràctiques de laboratori i camp clàssiques realitzades dins de les assignatures de primer per substituir-les per unes activitats integradores lligades a les competències.

Enseñanzas prácticas en materias IUS-históricas adaptadas al EEES

El desarrollo de la estrategia conocida como 'Seminario' tiende a aplicar nuevos instrumentos de aprendizaje del alumno, así como la incursión en la resolución de breves ejercicios de investigación para el inicio en la práctica investigadora. La Historia del Derecho propicia la participación elevada del alumno en este tipo de docencia práctica, por lo que presentamos la articulación de la misma a través de su diseño

Interview with Jane West

Abstract: In her July 15, 2013 interview with Martha Manning, Jane West details her time at Winthrop as a Biology major in the 1960s. Briefly, West discusses student life and Winthrop traditions, but she provides insight into her life student teaching at Florence High School. Additionally, West includes her experience in required courses like English and Math, as well as experiments conducted in her Biology courses. West concludes the interview with her overall perceptions of Winthrop. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Interview with Regina Varnadore

In her June 26, 2013 interview with Martha Manning, Regina Varnadore details her time at Winthrop from 1986-1989 as an Elementary Education major. In particular, Varnadore describes the process of earning a degree in Elementary Education. Varnadore discusses her experience student teaching and her career as a teacher. Varnadore mentions her opinions on education in Rock Hill and employees in the school district. Provided is information on Varandore’s family, the story of Varnadore earning her Master’s degree, and her future in the teaching profession. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

A formação da identidade numa perspectiva educacional

Este trabalho procura elucidar alguns conceitos teóricos de identidade, como é entendida por diferentes autores, como nós a interpretamos e como o processo educacional influencia o desenvolvimento da identidade dos adolescentes. Para isso recorremos ao fenômeno da identificação, aos conflitos intra-psíquicos, particularmente no período da adolescência, e aos vínculos de integração espacial, temporal e social. Consideramos a identidade estruturada por três níveis fundamentais: pelas estruturas mais desenvolvidas da personalidade, caracterizada pela relação interpessoal, baseada nos mecanismos de projeção e introjeção; pelos mecanismos de identificação projetiva-introjetiva e pela persistência da fusão ou estrutura sincicial primitiva que caracteriza a sociabilidade sincrética. Partimos da concepção de identificação como a forma mais primitiva de ligação afetiva. Tomamos a conquista da identidade corporal e sexual como a base das demais identidades parciais. A formação da identidade como um todo, que pressupõe uma crise na adolescência, baseia-se na problemática mais específica da formação de uma identidade sexual. Enquanto a identificação se opera através de introjeções, a identidade resulta da oposição de identificações anteriores. O processo é dialético. Somos de opinião que a identidade é formada por processos eminentemente sociais. Uma vez formada, é mantida, modificada ou mesmo remodelada pelas relações sociais. Nossa preocupação centralizou-se no processo de formação de identidade, considerado em estreita relação çom a família, a escola e a sociedade e em contínua interaçao professor-aluno, ensino-aprendizagem. Tentamos detectar as influências da educação sistematizadas no processo de formação da identidade e em especial visualizar o papel do professor no referido processo, através de pesquisa de campo. Para isso elaboramos um questionário composto de duas partes. A primeira contendo dados de identificação do aluno, da família e da escola. A segunda, composta de 40 perguntas consideradas, inferencialmente, como indicadores dos vínculos de integração espacial, temporal e social. Os sujeitos de nossa pesquisa constituiram-se de 176 alunos, na faixa etária de 14 anos, masculinos e femininos, de 5ª e 8ª series, do ensino de 1º grau das escolas da rede estadual de Divinopolis, M.G., em 1978. A análise dos dados obtidos evidenciou o desenvolvimento de nossos sujeitos em termos de identificação com os grupos primários, predominando a dependência em nível infantil.

Desempenho de escolares com distúrbio específico de leitura em programa de remediação.

BACKGROUND: Specific reading disability is caused by disruptions in the language abilities. AIM: To characterize the neurological, cognitive and phonological performances of scholars with specific reading disabilities pre and post a remediation program. METHOD: Group I consisted of ten scholars with specific reading disability who did not undergo the remediation program. Group II consisted of ten scholars with specific reading disabilities who took part in the proposed program. Neurological, psychological and phonological evaluations were made, as well as a test of scholastic performance and of reading and writing before and after the program. RESULTS: The scholars who underwent the remediation program demonstrated improvements in their neurological and cognitive performances and also in the processing of phonological information. CONCLUSION: Favoring of the emergence of phonological and syntactic awareness after the remediation program.

Phonological remediation program in students with developmental dyslexia

Background: program for phonological remediation in developmental dyslexia. Aim: to verify the efficacy of a program for phonological remediation in students with developmental dyslexia. Specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre and post-testing situations of students with dyslexia who were and were not submitted to the program; and to compare the results obtained with the phonological remediation program in students with developmental dyslexia to those obtained in good readers. Method: participants of this study were 24 students who were divided as follows: Group I (GI) was divided in two other groups - Gle with 6 students with developmental dyslexia who were submitted to the program; and Glc with 6 students with developmental dyslexia who were not submitted to the program; Group II (GII) was also divided in two other groups - GIIe with 6 good readers who were submitted to the program, and GIIc with 6 good readers who were not submitted to the program. The phonological remediation program (Gonzalez & Rosquete, 2002) was developed in three stages: pre-testing, training and post-testing. Results: results indicate that GI presented a lower performance in phonological skills, reading and writing when compared to GII in the pre-testing situation. However, GIe presented a similar performance to that of GII in the post-testing situation, indicating the effectiveness of the phonological remediation program in students with developmental dyslexia. Conclusion: this study made evident the effectiveness of the phonological remediation program in students with developmental dyslexia.

Programa Ensino Médio em Rede: formação continuada para o desenvolvimento da leitura e escrita dos professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Recursos e estratégias para o ensino de alunos com deficiência: percepção de professores

Pós-graduação em Educação - FFC

Estágio supervisionado de Ciências Biológicas: aproximações entre o legal e o real

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As dificuldades de implantação de atividades experimentais investigativas no ensino de Química

Dissatisfaction with certain aspects of the educational processes of the traditional teaching has always existed, and new teaching methods have been routinely studied. The experimental investigative activity is one of those alternative practices. In this type of activity the experimentation is inserted with an investigative approach, in which the student must build the concept, with proposals that represent solutions to the excited problems. In the teaching of chemistry, specifically, the need and importance of experimentation is evident, beyond motivate students, aid in the understanding of chemical concepts relating them to reality. Realizing the contributions of this methodology for teaching and learning, through this research was conducted to understand the difficulties encountered by teachers for planning and implementation of these activities in the teaching of chemistry and therefore the reasons for the dominance of traditional teaching method. The subjects were undergraduate students of chemistry course that developed and implemented differentiated learning activities for teaching and teachers who accompanied the high school students who participated in the university extension project Inclusion Science and University students and teachers from public: Teaching and Learning Chemistry focuses on research and practice”. Through the data it was possible to identify some factors that affect and hinder the implementation of experimental activities in general, not only the investigative. However, despite the difficulties experienced by undergraduates, the majority considered the activity as an alternative teaching method interesting and innovative, able to produce interest, motivation and participation of students with subsequent learning. As well as the teachers, what with all the difficulties that they had declared facing when applying experimental activities, they admitted the pedagogical... (Complete abstract click electronic access belo)

Investigação orientada e formação inicial de professores de química: um estudo com base em uma proposta de elaboração de mini-cursos temáticos

The educational institutions need to rethink issues related to teacher training in order to seek personal construction of teaching. Oriented research has been identified as useful in the process of teacher training. Through research builds knowledge about the problems faced in teaching, producing the most effective methods. The aim of this paper is to verify the validity of the application of research activities in the form of short courses and themed play during the formation of licensees and the use and construction of knowledge of high school students who attended these short courses. This work is linked to training of undergraduates and implementation of different activities of teaching and learning for high school students. The oriented investigation was the methodology chosen for the development of activities in which, through the construction and implementation of the mini-courses Students are encouraged to participate in the construction of knowledge itself in activities that suggest the development and testing of hypotheses. The mini-courses are designed and implemented by teachers of the ninth and tenth terms of the degree in chemistry. Students of public schools were the privileged. Data were collected through observation and interview. In applying these mini-courses, associated with the daily, prospective teachers connected theory to practice, arousing the curiosity of students and leading them to raise issues related to the content of chemistry. Students showed interest in the construction of the content addressed. The student teachers sought to study different concepts and how to make them more attractive, causing the chemistry was associated with the phenomena of everyday life, including the problems faced when teaching and trying different possible solutions. Thus, there was an increase in interest in teaching and learning

Considerações curriculares das professoras de educação infantil

The aim of this study was to identify which have the concept of curriculum kindergarten teacher municipal, city Sheets Pta.-SP, Dalben Marta Conti for how to translate the proposed curriculum for teaching daily. So whether using the guidelines of RCNEI pedagogical practice they do. The work begins with a short discussion on some theoretical curricular themes and a brief analysis of the National Curricular References for Child Education, from then to field research that describes the location where it was applied questionnaire surveyed the teachers, ending with data analysis collected by this instrument. This paper highlights some relevant concerns about the conceptions of curriculum and links witch the practice in teacher

O laboratório de ensino de ciências como espaço privilegiado para o planejamento de regência nos estágios supervisionados

El objetivo de este estudio fue investigar la posible contribución del desarrollo la Planificación de la Regencia en el Laboratorio de Enseñanza de la Ciencia para el curso de enseñanza en Biología. Con este fin, se aplicó un cuestionario abierto a 16 estudiantes de la Licenciatura en Ciencias Biológicas de la UnB, la identificación de la percepción inicial de la actividad en el inicio del curso, los cambios en estas percepciones a través del tiempo y sus opiniones sobre el potencial y las limitaciones de utilizar este espacio para la preparación de las clases. Por experiencia, los estudiantes reportaron la percepción del laboratorio como un espacio de colaboración que proporciona mejoras en la práctica, y facilitar el acceso a diversos materiales para las clases de enriquecimiento. Las actividades del Laboratorio de Enseñanza permitió el escenario se reunieron los aspectos fundamentales de la formación docente constituye un espacio de reflexión sobre la construcción y el fortalecimiento de la identidad docente

Prioritizing Residents' Needs: On the Creation of a Residents as Teachers and Leaders Program

Introduction: Residents are responsible for the majority of medical student teaching and directly supervise, instruct, and evaluate students. Many organizations now recommend that residency training programs include venues specifically designed to develop resident teaching skills. [See PDF for abstract].