Produção do mestrado profissional em ensino de ciências naturais e matemática da UFRN (física e química/2005-2012): papel dos documentos oficiais e características dos produtos educacionais

The importance of the Professionals Master in the field of science education is revealed by the recognition that they provide, to practicing teachers, in particular, training spaces for reflection and application of knowledge. This work appears in the context of the project "Research and training in teaching science and mathematics: a cutout of academic production in the northeast and overview of formative action in basic education" on the Centre for Education program, which main objective was to conduct studies description, analysis and evaluation of the academic production of Postgraduate Programs in Science Teaching of UFRPE, UFRN and UEPB and investigate the contribution of continuing education in stricto sensu level, of graduated teachers to improve the quality of basic education . We sought to examine a cut of academic production PPGECNM / UFRN, taking as reference dissertations of Natural Sciences, finished between the years 2005 and 2012, which have developed and applied educational products for high school students. More specifically we sought to conduct a general characterization of the dissertations analyzed for basic descriptors, to understand if and how the official documents governing the Brazilian education, especially science education, subsidized development of dissertations and identify current trends for science teaching are addressed and which ones are used in preparing the product of dissertations. The survey was based on documentary analysis, a type of qualitative approach in which the documents are objects of study in themselves. The results revealed that most of the work was developed in public schools, on subjects of physics and chemistry. During analytical reading of the text of the dissertations was observed that, in its construction, most of them addressed somehow, official documents governing the Brazilian educational system, that the products are basically teaching units and teaching approaches that are more focused on Experimentation and History and Philosophy of Science

Inércia e Natureza da Ciência no Ensino de Física: uma sequência didática centrada no desenvolvimento histórico do conceito de inércia

During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

Formação docente para a inserção da história e filosofia da ciência no ensino: textos histórico-pedagógicos em discussão

The present dissertation focuses on specific problems in the educational context: challenges in the construction of historical narratives for pedagogical use as well as the difficult task of using them in the classroom. In this context, we seek to work in teacher training for insertion of History and Philosophy of Science (HPS) in classroom, and historical narratives become mediation elements to advance the dialogue with this specific audience. This initiative is in line with a recurring concern: one of the main challenges related to the didactic transposition of HFC would be the lack of teacher preparation. Historical contents and Nature of Science are still absent in classrooms. Insecurity and lack of knowledge by teachers are often mentioned as factors that contribute to this situation. It is important, therefore, that teachers (active and in training) take part in discussions concerning the inclusion of HPS in classroom. It is relevant that they know examples of historic-philosophical didactic proposals to address science and contents on science, develop skills to adapt them to their specific contexts and to develop their own proposals. It is believed that these issues are significant to undertake conscious initiatives to insert HPS in classrooms. It is considered that adapting educational proposals to particular educational contexts depends on understanding what these proposals indeed mean and how flexible they can be. In order to address these objectives, we elaborated an educational product, a didactic material focused on teacher training, which was used in an extension course at UFRN. The didactic material discusses the role of HPS in Education, Nature of Science and historiographical issues. It presents a series of dialogical activities on aspects of didactic transposition of HPS, especially those regarding historical narratives. A set of historicpedagogical texts on the History of Vacuum and Atmospheric Pressure is used as a mediation element in discussions. We address potential, possibilities and limitations historical narratives. To carry out the course, it was taken into account methodological concerns of so-called action research. There have been expected changes, modifications and effective actions in the own teacher training material in face of the experience of the researcher-lecturer in interactions with the participants of the course as well as in face of impressions reported by the participants. Developments in this direction have been incorporated into the teacher training material.

Thinking about Law: Perspectives on the History, Philosophy and Sociology of Law

A comprehensive introduction to the study of law. It uses historical, sociological, economic and philosophical perspectives to explore the major legal debates in Australia today. The contributors examine: the position of Aborigines in the Australian legal system and the impact of the Mabo case; divisions of power in Australian society and law; the question of objectivity in law; the relationship and social change; judicial decision-making; and other issues.

A review of IATTC research on the early life history and reproductive biology of scombrids conducted at the Achotines Laboratory from 1985 to 2005

English: For nearly a century, fisheries scientists have studied marine fish stocks in an effort to understand how the abundances of fish populations are determined. During the early lives of marine fishes, survival is variable, and the numbers of individuals surviving to transitional stages or recruitment are difficult to predict. The egg, larval, and juvenile stages of marine fishes are characterized by high rates of mortality and growth. Most marine fishes, particularly pelagic species, are highly fecund, produce small eggs and larvae, and feed and grow in complex aquatic ecosystems. The identification of environmental or biological factors that are most important in controlling survival during the early life stages of marine fishes is a potentially powerful tool in stock assessment. Because vital rates (mortality and growth) during the early life stages of marine fishes are high and variable, small changes in those rates can have profound effects on the properties of survivors and recruitment potential (Houde 1989). Understanding and predicting the factors that most strongly influence pre-recruit survival are key goals of fisheries research programs. Spanish: Desde hace casi un siglo, los científicos pesqueros han estudiado las poblaciones de peces marinos en un intento por entender cómo se determina la abundancia de las mismas. Durante la vida temprana de los peces marinos, la supervivencia es variable, y el número de individuos que sobrevive hasta las etapas transicionales o el reclutamiento es difícil de predecir. Las etapas de huevo, larval, y juvenil de los peces marinos son caracterizadas por tasas altas de mortalidad y crecimiento. La mayoría de los peces marinos, particularmente las especies pelágicas, son muy fecundos, producen huevos y larvas pequeños, y se alimentan y crecen en ecosistemas acuáticos complejos. La identificación los factores ambientales o biológicos más importantes en el control de la supervivencia durante las etapas tempranas de vida de los peces marinos es una herramienta potencialmente potente en la evaluación de las poblaciones. Ya que las tasas vitales (mortalidad y crecimiento) durante las etapas tempranas de vida de los peces marinos son altas y variables, cambios pequeños en esas tasas pueden ejercer efectos importantes sobre las propiedades de los supervivientes y el potencial de reclutamiento (Houde 1989). Comprender y predecir los factores que más afectan la supervivencia antes del reclutamiento son objetivos clave de los programas de investigación pesquera.

The Rechtslehre doctrine and Kant's philosophy of history

The text is divided in two phases. In the first phase, consisting of three parts, the main concepts of Kant's Doctrine of Right are considered in a comprehensive approach related to: the issue of the relations between natural right and positive right, problem closely connected to that of the relations between natural state and civil state, private right and public right; to the doctrine of property and its connection with political right. on treating the right in its several types, we intend to appoint the practical reasoning as a background of the Doctrine. In the second phase, concerning its last section, the consideration on the presence of the practical reasoning into the right is placed before some specificities of Kant's phylosophy of history, with the intent of establishing the possible relation between Rechtslehre and that philosophy.

The theocratic philosophy of English history; being an attempt to impress upon history its true genius and real character; and to present it, not as a disjointed series of facts, but as one grand whole:

Mode of access: Internet.

An ecclesiastical history, ancient and modern; in which the rise, progress, and variations of church power, are considered in their connexion with the state of learning and philosophy, and the political history of Europe during that period.

Mode of access: Internet.

The Monthly anthology, and Boston review. Containing sketches and reports of philosophy, religion, history, arts, and manners ...

Ed. by D.P. Adams (Sylvanus Per-se, pseud.) Nov. 1803-Apr. 1804; from May 1804 by William Emerson, later by S.C. Thacher and other members of the Anthology Club. cf. Mass. Hist. Soc. Proc. v. 2, p. 387-389.

Studies on the life history and biology of Perillus bioculatus Fabricius, including observations on the nature of the color pattern,

"Published ... as paper No. 393 of the Journal Series of the Minnesota Agricultural Experiment Station."

The philosophy of arithmetic as developed from the three fundamental processes of synthesis, analysis and comparison, containing also a history of arithmetic.

Mode of access: Internet.

Studies in the philosophy of history and the new science of sociology.

"Developed from the lectures delivered to the senior class in the university of Mississippi, during the second term of 1884."