Telefone celular como recurso didático no ensino de física

Currently, there are several factors that suggest the need for the school to review their teaching practices: 1) the speed with which information and communication technologies - ICT are spread throughout society and in particular the increasing use of mobile phone by groups in school age;2) the scope and power of integrating ICT convergence of these technological resources, that can be used as teaching resources; 3) the fact that nowadays students grow up in a technological world and make their thought patterns operating in accordance with this reality, etc... In contrast, there are educators unrelated to the appropriation of ICT, presenting, in many cases, resistance to them. There is a incongruity between how individuals use mobile phones, for example, inside and outside the school. There are also educators, schools, public educational departments claiming to be against mobile phones usage; bills and laws regulating their use in educational space, etc... For these controversial aspects we have investigated whether cell phone use as a teaching resource practices mediator in Physics teaching. For this purpose, we developed an applied research with qualitative and exploratory approach about the objectives, adopting participant and the technical procedures. A documental and bibliographical research was taken. First of all, data were collected by e-mail, through a multiple choice questionnaire applied to private school teachers in southern Brazil, to identify the researched reality and develop teaching practices likely to be applied in the studied corpus. Then, such practices were applied in workshops located in Curitiba and Ponta Grossa cities, in Paraná state. During the application, data was collected by the researcher's field notes. Then, we recorded chats about the workshops from an instant message software (msn messenger), and we took photographic records. Data analysis was performed by triangulation. The results showed the need to enhance continuing education courses for teachers and the production of national academic literature, such as articles, dissertations, theses and books that explore the theme of the cell phone and its functionality in educational spaces as an educational resource mediator in the practices of teaching Physics. They are available in the dissertation defended in 2012, and now are also systematized in this book, organized as a final product of research conducted by the Graduate Program in Science Education and Technology UTFPR, Campus Ponta Grossa-PR.

Objetos de ensino, suas potencialidades e dificuldades para aprendizagem de física no ensino médio

Acompanha: Procedimento para o uso do Tracker como objeto de ensino, suas potencialidades e dificuldades para aprendizagem de física no ensino médio

Estatística com projetos: uma alternativa de ensino e aprendizagem

This work presents the use of projects as an alternative for teaching statistics, for that it was elaborated a Project that involves the educational socioeconomic reality from the families of the students and built a link between the reality and the scholastic knowledge. This project was applied in Sesi School - Pato Branco between the months of August to September 2014 with 25 students from the 1o and 2o grades from High School. To work the statistics concepts a questionnaire was applied for the parents of the students of the Project´s, they answer it and through these answers the students made frequency tables and graphs, besides measure calculations on measures of central tendency and dispersion measure. All of the construction were realized manually and in the Excel spreadsheet and some of them were chosen to be in this work to with the purpose of showing the hits and the mistakes done. The students worked in groups of 5 students, except in the last class when it was done a test referring to the contents taught in the classroom and a questionnaire for them to evaluate the project´s application. The results show that the teaching of Statistics trough projects motivate the students interest, stimulating the statistical reasoning, in addition made the students know a Math that was different from the one they have already known, with a lot of calculation but with no final objective.

Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel [Band 1]

Die Jahrestagung der Gesellschaft für Didaktik der Mathematik fand im Jahr 2015 zum dritten Mal in der Schweiz statt. [...] Mit rund 300 Vorträgen, 16 moderierten Sektionen, 15 Arbeitskreistreffen und 21 Posterpräsentationen eröffnete sich ein breites Spektrum an Themen und unterschiedlichen Zugangsweisen zur Erforschung von Fragen rund um das Lernen und Lehren von Mathematik. (DIPF/Orig.)

READ180 Intervention for Struggling Adolescent Readers

Call for Posters, Action Research on READ180 program for Struggling Adolescent Readers

Spanish Nursing Students' Practical Experience of Computer Applications in Nursing

This study aimed to determine the level of computer practical experience in a sample of Spanish nursing students. Each student was given a Spanish language questionnaire, modified from an original used previously with medical students at the Medical School of North Carolina University (USA) and also at the Education Unit of Hospital General Universitario del Mar (Spain). The 10-item self-report questionnaire probed for information about practical experience with computers. A total of 126 students made up the sample. The majority were female (80.2%; n=101). The results showed that just over half (57.1%, n=72) of the students had used a computer game (three or more times before), and that only one third (37.3%, n=47) had the experience of using a word processing package. Moreover, other applications and IT-based facilities (e.g. statistical packages, e-mail, databases, CD-ROM searches, programming languages and computer-assisted learning) had never been used by the majority of students. The student nurses' practical experience was less than that reported for medical students in previous studies.

An investigation of mathematics and science instruction in English and Spanish for English language learners

The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. ^ A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edición and the Florida Comprehensive Achievement Test. ^ The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction. ^

Spanish with or without a master a thorough and easy course for self-instruction or schools

v. 1. pt. 1 Spanish text. pt. 2. English explanations.--v. 2 pt. 1. English and grammatical explanations. pt. 2. Spanish text.

Rapport-building through call in teaching Chinese as a foreign language: An exploratory study

Technological advances have brought about the ever-increasing utilisation of computer-assisted language learning ( CALL) media in the learning of a second language (L2). Computer-mediated communication, for example, provides a practical means for extending the learning of spoken language, a challenging process in tonal languages such as Chinese, beyond the realms of the classroom. In order to effectively improve spoken language competency, however, CALL applications must also reproduce the social interaction that lies at the heart of language learning and language use. This study draws on data obtained from the utilisation of CALL in the learning of L2 Chinese to explore whether this medium can be used to extend opportunities for rapport-building in language teaching beyond the face-to-face interaction of the classroom. Rapport's importance lies in its potential to enhance learning, motivate learners, and reduce learner anxiety. To date, CALL's potential in relation to this facet of social interaction remains a neglected area of research. The results of this exploratory study suggest that CALL may help foster learner-teacher rapport and that scaffolding, such as strategically composing rapport-fostering questions in sound-files, is conducive to this outcome. The study provides an instruction model for this application of CALL.

Discovering the campus together: a mobile and computer-based learning experience

One of the most relevant difficulties faced by first-year undergraduate students is to settle into the educational environment of universities. This paper presents a case study that proposes a computer-assisted collaborative experience designed to help students in their transition from high school to university. This is done by facilitating their first contact with the campus and its services, the university community, methodologies and activities. The experience combines individual and collaborative activities, conducted in and out of the classroom, structured following the Jigsaw Collaborative Learning Flow Pattern. A specific environment including portable technologies with network and computer applications has been developed to support and facilitate the orchestration of a flow of learning activities into a single integrated learning setting. The result is a Computer-Supported Collaborative Blended Learning scenario, which has been evaluated with first-year university students of the degrees of Software and Audiovisual Engineering within the subject Introduction to Information and Communications Technologies. The findings reveal that the scenario improves significantly students’ interest in their studies and their understanding about the campus and services provided. The environment is also an innovative approach to successfully support the heterogeneous activities conducted by both teachers and students during the scenario. This paper introduces the goals and context of the case study, describes how the technology was employed to conduct the learning scenario, the evaluation methods and the main results of the experience.

ClInt: A bilingual Spanish-Catalan spoken corpus of clinical interviews

In this paper we present ClInt (Clinical Interview), a bilingual Spanish-Catalan spoken corpus that contains 15 hours of clinical interviews. It consists of audio files aligned with multiple-level transcriptions comprising orthographic, phonetic and morphological information, as well as linguistic and extralinguistic encoding. This is a previously non-existent resource for these languages and it offers a wide-ranging exploitation potential in a broad variety of disciplines such as Linguistics, Natural Language Processing and related fields.

Towards the Construction of a Multi-agent Approach for Discovering the Meaning of Natural Language Collaborative Conversations

Peer-reviewed

Perceptions of Technology and Manifestations of Language Learner Autonomy

a grounded theory study investigating perceptions of technology by learners of English as a second language

Spanish as a World Language: The Interplay of Globalized Localization and Localized Globalization.

This article argues that two movements in constant interplay operate within the historical trajectory of the Spanish language: the localization that becomes globalized and the globalization that becomes localized. Equally, this article illustrates how, at the same time that Spanish is expanding in the world, new idiosyncratic and localized forms of the language are emerging. This article deals with the issues of standardization and language ideology, language contact, and redefinition of identities. The article focuses on three geographic loci: Spain, where Spanish opposes Catalan, Basque, and Galician; the United States, where migrants' Spanish dialects converge and confront English and each other; and finally, Latin America, where Spanish is in contact with Portuguese, indigenous, and Afro-Hispanic languages. The concepts that structure the discussion explain both language expansion and contraction as well as the conflict and constant negotiation between a language's standardized forms and its regional and social varieties.

Interactive application in spanish sign language for a public transport environment

[ES] En este trabajo se presenta el diseño de una herramienta multimedia que traduce a la lengua de signos españolas los mensajes de avisos que puede proporcionar un sistema de megafonía. El objetivo del trabajo es proporcionar una herramienta que mejore la inclusión social de las personas con discapacidades auditivas. Con este propósito, se han seleccionado el entorno y los mensajes de audio habituales en un aeropuerto para desarrollar este proyecto piloto. Por último, los audios se han traducido a lengua de signos españolas sintetizando un avatar usando la técnica de animación de rotoscopía a partir de la grabación en vídeo de un traductor. Los resultados finales han sido evaluados por personas sordas.