Experimentação no ensino de química: propostas de realização em busca da aprendizagem significativa

The Experimentation in Science Education is used since the beginning of 19th century and has it origins linked to the laboratory classes realized in the universities. This classes used, and in many cases, still using the Scientific Method initially purposed by Descartes in 18th century for the construction of scientific knowledge. One of the allegations is that the method would be the fast stand the cheapest to generating scientific information, although, it is based on the empiricism-positivism, which considers that all people have the same learning skill and they can start from the same spot. Through this paper, is not intended to contest the scientific methodology, or even its importance in science history, but just try to identify and describe other possibilities in using of the teaching laboratory, which can make the learning easier for a much higher number of students, contemplating different cognitive capabilities and generating a better scientific knowledge learning and its transfer to practical situations in life, besides, they can provide more significant learnings. Over the text, four different purposes will be presented, which depart from the laboratory use for theory evidence, incapable to make students use the learned knowledge outside the school, until that which develops in the students capabilities to scientifically argue about their day to day themes

A menina que roubava livros: Liesel e a aprendizagem da leitura

Pós-graduação em Educação - IBRC

Cross-cultural adaptation of the Work Disability Diagnosis Interview (WoDDI) for the Brazilian context

The Work Disability Diagnosis Interview (WoDDI) is a structured interview guide developed by the University of Sherbrooke, Canada to help clinicians detect the most important work-related disability predictors and to identify one or more causes of prolonged absenteeism. This methodological study aims for the cross-cultural adaptation of the WoDDI for the Brazilian context. The method followed international guidelines for studies of this kind, including the following steps: initial translation, synthesis of translations, back translation, evaluation by an expert committee and testing of the penultimate version. These steps allowed obtaining conceptual, semantic, idiomatic, experiential and operational equivalences, in addition to content validity. The results showed that the translated WoDDI is adapted to the Brazilian context and can be used after training.

Macchine esperienziali: Narrativa, cognizione e atto di lettura

La mia tesi si riallaccia al dibattito teorico-letterario contemporaneo sulla possibilità di un approccio cognitivo alla narrativa e alla letteratura in particolare. Essa si propone di esplorare il rapporto tra narrazione ed esperienza, ridefinendo il concetto di “esperienzialità” della narrativa introdotto da Monika Fludernik nel suo Towards a “Natural” Narratology (1996). A differenza di Fludernik, che ha identificato l’esperienzialità con la rappresentazione dell’esperienza dei personaggi, la mia trattazione assegna un ruolo di primo piano al lettore, cercando di rispondere alla domanda: perché leggere una storia è – o si costituisce come – un’esperienza? L’intuizione dietro tutto ciò è che le teorizzazioni dell’esperienza e della coscienza nella filosofia della mente degli ultimi venti anni possano gettare luce sull’interazione tra lettori e testi narrativi. Il mio punto di riferimento principale è la scienza cognitiva “di seconda generazione”, secondo cui l’esperienza è un relazionarsi attivo e corporeo al mondo. La prima parte del mio studio è dedicata all’intreccio tra la narrativa e quello che chiamo lo “sfondo esperienziale” di ogni lettore, un repertorio di esperienze già note ai lettori attraverso ripetute interazioni con il mondo fisico e socio-culturale. Mi soffermo inoltre sul modo in cui relazionarsi a un testo narrativo può causare cambiamenti e slittamenti in questo sfondo esperienziale, incidendo sulla visione del mondo del lettore. Mi rivolgo poi al coinvolgimento corporeo del lettore, mostrando che la narrativa può attingere allo sfondo esperienziale dei suoi fruitori anche sul piano dell’esperienza di base: le simulazioni corporee della percezione contribuiscono alla nostra comprensione delle storie, incidendo sia sulla ricostruzione dello spazio dell’ambientazione sia sulla relazione intersoggettiva tra lettori e personaggi. Infine, mi occupo del rapporto tra l’esperienza della lettura e la pratica critico-letteraria dell’interpretazione, sostenendo che – lungi dal costituire due modalità opposte di fruizione dei testi – esse sono intimamente connesse.

L’esperienza turistica tra pratica di consumo e fattore di sviluppo locale sostenibile

La società dei consumi ha reso ogni ambito vitale suscettibile di mercificazione. Il capitalismo ha da tempo svestito la prassi produttiva dei suoi elementi più pesanti per vestire i panni della dimensione simbolica e culturale. Il consumo fattosi segno, dimensione immateriale delle nostre vite materiali, ha finito per colonizzare l'ambito dell'esperienza e, quindi, della vita stessa. Il consumo diventa, innanzitutto, esperienza di vita. Una esperienza continuamente cangiante che ci permette di vivere numerose vite, ognuna diversa. Ciò che è stabile è il paradigma consumistico che investe la nostra stessa identità, l'identità dei luoghi, l'identità del mondo. Il nomadismo è la dimensione più tipica del consumo, così come la perenne mobilità della vita è la dimensione propria dell'epoca globale. Tuttavia, le nuove forme di consumerismo politico, etico e responsabile, conseguenti al montare dei rischi globali, investendo proprio l’ambito dell’esperienza e del consumo, contribuiscono a modificare i comportamenti in senso “riflessivo” e “glocale”. L’ambito turistico, rappresentando al contempo il paradigma esperienziale e quello della mobilità globale, può diventare allora l’osservatorio privilegiato per indagare queste stesse forme riflessive di consumo, le quali forniscono un significato del tutto nuovo tanto all’esperienza quanto al consumo stesso. Il lavoro di tesi vuole allora approfondire, attraverso lo studio di caso, il modo in cui nuove forme emergenti di turismo responsabile possano rappresentare una chiave d’accesso a nuove forme di sviluppo sostenibile dei territori locali in contesti di prima modernizzazione.

I Gesuiti americani espulsi in Italia e Joaquín Camaño (1767-1814)

Joaquín Camaño fu un gesuita della Provincia del Paraguay, vissuto nell' esilio italiano la maggior parte della sua vita dal 1767 al 1820. Il suo lavoro e la sua fama possono essere considerati di minore importanza se paragonati a molti altri gesuiti esiliati per ordine di Carlo III alla fine del XVIII secolo in Emilia-Romagna. Attraverso la mia ricerca approfondisco il ruolo di J. Camaño quale personaggio minore che entra nella vita degli altri espulsi tramite un dinamico network relazionale di cui è stato uno dei principali artefici. Il mio obiettivo è stato quello di studiare l'impatto che ebbero gli esuli gesuiti americani, attraverso la vita di Joaquin Camaño, sul mondo intellettuale italiano, europeo ed americano dopo l'espulsione del 1767. Egli, con i suoi studi, si inserisce nella rinnovata e vivace retorica del “Mondo Nuovo” che in quegli anni assume un grande dinamismo. Nato nella modesta città di La Rioja, in Argentina, si erge come un brillante cartografo, etnografo e linguista nel contesto dell'Illustrazione europea grazie alla sua particolare vita da missionario. Dopo l'espulsione, Joaquin Camaño, insieme ad altri numerosi confratelli americani, arriverà a Faenza, nello Stato Pontificio, dedicandosi allo studio della cartografia, dell'etnografia e delle lingue americane. Le sue ricerche si collocano in un momento nevralgico per la storia del pensiero linguistico-antropologico, quando l'osservazione diretta e la riflessione teorica dei fenomeni si misuravano con la grande varietà umana ormai riscontrata nel mondo.

Die Einheit des Bewusstseins und das Phänomen der Synästhesie

Synästhetiker schmecken Berührungen, sehen Farben und Formen, wenn sie Musik hören oder einen Duft riechen. Es wurden auch so außergewöhnliche Formen wie Wochentage-Farben-, Berührung-Geruch- oder Schmerz-Farben-Synästhesien gefunden. Die von Neuro- wissenschaftlern und Philosophen als „Bindung“ genannte Fähigkeit mehrere Reize, die in verschiedenen Hirnarealen verarbeitet werden, miteinander zu koppeln und zu einer einheitlichen Repräsentation bzw. erfahrenen Einheit des Bewusstseins zusammenzufassen, betrifft jeden gesunden Mensch. Synästhetiker sind aber Menschen, deren Gehirne zur „Hyperbindung“ oder zum hyperkohärentem Erleben befähigt sind, da bei ihnen wesentlich mehr solcher Kopplungen entstehen. Das Phänomen der Synästhesie ist schon seit mehreren Jahrhunderten bekannt, aber immer noch ein Rätsel. Bisher glaubten Forscher, solche Phänomene beruhten bloß auf überdurchschnittlich dichten neuronalen Verdrahtungen zwischen sensorischen Hirnregionen. Aus der aktuellen Forschung kann man jedoch schließen, dass die Ursache der Synästhesie nicht allein eine verstärkte Verbindung zwischen zwei Sinneskanälen ist. Laut eigener Studien ist der Sinnesreiz selbst sowie seine fest verdrahteten sensorischen Pfade nicht notwendig für die Auslösung des synästhetischen Erlebens. Eine grundlegende Rolle spielt dabei dessen Bedeutung für einen Synästhetiker. Für die Annahme, dass die Semantik für die synästhetische Wahrnehmung das Entscheidende ist, müssten synästhetische Assoziationen ziemlich flexibel sein. Und genau das wurde herausgefunden, nämlich, dass normalerweise sehr stabile synästhetische Assoziationen unter bestimmten Bedingungen sich auf neue Auslöser übertragen lassen. Weitere Untersuchung betraf die neu entdeckte Schwimmstil-Farbe-Synästhesie, die tritt hervor nicht nur wenn Synästhetiker schwimmen, aber auch wenn sie über das Schwimmen denken. Sogar die Namen dieser charakteristischen Bewegungen können ihre Farbempfindungen auslösen, sobald sie im stimmigen Kontext auftauchen. Wie man von anderen Beispielen in der Hirnforschung weiß, werden häufig benutzte neuronale Pfade im Laufe der Zeit immer stärker ausgebaut. Wenn also ein Synästhetiker auf bestimmte Stimuli häufig stoßt und dabei eine entsprechende Mitempfindung bekommt, kann das mit der Zeit auch seine Hirnanatomie verändern, so dass die angemessenen strukturellen Verknüpfungen entstehen. Die angebotene Erklärung steht also im Einklang mit den bisherigen Ergebnissen. Die vorliegende Dissertation veranschaulicht, wie einheitlich und kohärent Wahrnehmung, Motorik, Emotionen und Denken (sensorische und kognitive Prozesse) im Phänomen der Synästhesie miteinander zusammenhängen. Das synästhetische nicht-konzeptuelle Begleiterlebnis geht mit dem konzeptuellen Inhalt des Auslösers einher. Ähnlich schreiben wir übliche, nicht-synästhetische phänomenale Eigenschaften den bestimmten Begriffen zu. Die Synästhesie bringt solche Verschaltungen einfach auf beeindruckende Weise zum Ausdruck und lässt das mannigfaltige Erleben stärker integrieren.

Designing a Liberal Arts Curriculum that Develops the Capacity for Effective Practice

A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent educational program. With support from several major associations, foundations, and research collaborations, this twenty-first century reframing of the aims of education has included a persistent call for better evaluative data to gauge the extent to which college students are actually meeting learning goals that faculty are being encouraged to specify more fully.

Liberal Education, Effective Practice, and Diversity

This session will be based on three presentations that focus on the relationship between liberal education, effective practice and diversity from different perspectives. George Kuh will present data indicating that the educational benefits of "high impact" learning experiences (such as experiential education and undergraduate research), which are significant for all students, are often greater for students from underserved and minority backgrounds than for their majority counterparts. Armando Bengochea will discuss the ways in which an emphasis on effective practice can enhance the educational experiences of students of color within a liberal arts curriculum. Steve Stemler will report on research showing that including practice-oriented criteria in assessments of student achievements and capabilities can assist colleges and universities in identifying and educating minority students with high potential to succeed both in college and beyond college.

Designing a Liberal Arts Curriculum that Develops the Capacity for Effective Practice

A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent educational program. With support from several major associations, foundations, and research collaborations, this twenty-first century reframing of the aims of education has included a persistent call for better evaluative data to gauge the extent to which college students are actually meeting learning goals that faculty are being encouraged to specify more fully.

Add a Dash of Rhetoric, a Pinch of Technical Communication, a Handful of Pedagogy, and Mix Well: Cookbooks and Recipes as Instructional Texts, and What Domestic Texts from 1870 to 1935 Can Teach Us About Technical Communication

Through the use of rhetoric centered on authority and risk avoidance, scientific method has co-opted knowledge, especially women's everyday and experiential knowledge in the domestic sphere. This, in turn, has produced a profound affect on technical communication in the present day. I am drawing on rhetorical theory to study cookbooks and recipes for their contributions to changes in instructional texts. Using the rhetorical lenses of metis (cunning intelligence), kairos (timing and fitness) and mneme (memory), I examine the way in which recipes and cookbooks are constructed, used and perceived. This helps me uncover lost voices in history, the voices of women who used recipes, produced cookbooks and changed the way instructions read. Beginning with the earliest cookbooks and recipes, but focusing on the pivotal temporal interval of 1870-1935, I investigate the writing and rhetorical forces shaping instruction sets and domestic discourse. By the time of scientific cooking and domestic science, everyday and experiential knowledge were being excluded to make room for scientific method and the industrial values of the public sphere. In this study, I also assess how the public sphere, via Cooperative Extension Services and other government agencies, impacted the domestic sphere, further devaluing everyday knowledge in favor of the public scientific model. I will show how the changes in the production of food, cookbooks and recipes were related to changes in technical communication. These changes had wide rippling effects on the field of technical communication. By returning to some of the tenets and traditions of everyday and experiential knowledge, technical communication scholars, practitioners and instructors today can find new ways to encounter technical communication, specifically regarding the creation of instructional texts. Bringing cookbooks, recipes and everyday knowledge into the classroom and the field engenders a new realm of epistemological possibilities.

An Experience-Driven Pedagogy for the Instruction of Software Testing in Computer Science

In the realm of computer programming, the experience of writing a program is used to reinforce concepts and evaluate ability. This research uses three case studies to evaluate the introduction of testing through Kolb's Experiential Learning Model (ELM). We then analyze the impact of those testing experiences to determine methods for improving future courses. The first testing experience that students encounter are unit test reports in their early courses. This course demonstrates that automating and improving feedback can provide more ELM iterations. The JUnit Generation (JUG) tool also provided a positive experience for the instructor by reducing the overall workload. Later, undergraduate and graduate students have the opportunity to work together in a multi-role Human-Computer Interaction (HCI) course. The interactions use usability analysis techniques with graduate students as usability experts and undergraduate students as design engineers. Students get experience testing the user experience of their product prototypes using methods varying from heuristic analysis to user testing. From this course, we learned the importance of the instructors role in the ELM. As more roles were added to the HCI course, a desire arose to provide more complete, quality assured software. This inspired the addition of unit testing experiences to the course. However, we learned that significant preparations must be made to apply the ELM when students are resistant. The research presented through these courses was driven by the recognition of a need for testing in a Computer Science curriculum. Our understanding of the ELM suggests the need for student experience when being introduced to testing concepts. We learned that experiential learning, when appropriately implemented, can provide benefits to the Computer Science classroom. When examined together, these course-based research projects provided insight into building strong testing practices into a curriculum.

Koproduktion von Wissen in der Entwicklung des Biolandbaus - Einflüsse von Marginalisierung, Anerkennung und Markt

The empirical analysis of the historical development of transdisciplinary co-production of knowledge (CPK) in organic agriculture (OA) in Switzerland has revealed three distinct phases. The initial phase shows various characteristics of transdisciplinary CPK and a high importance of experiential knowledge. The 2nd and 3rd phases involve an in-creasing segregation of farmers’, extension agents’, and scientists’ knowledge, caused by internal and external impacts, i.e. foundation of independent research institutions, changes in agriculture policy, and new market strategies. These developments strikingly represent an ambiguous trend: the growing societal and political recognition of OA and the increasing market, which are positive achievements, are associated by a gradual loss of very precious forms of CPK. A successful re-establishment of CPK processes and re-integration of experiential knowledge would help to resolve this dilemma and thus improve future research in OA and sustainability research in general.

Abstrahierendes Lernen durch aktive Modellbildung: Evaluation eines Prozesses und einer Lernumgebung

Die Fähigkeit zum Lernen durch Abstraktion aus Erfahrungen unterscheidet Experten von Novizen. Wir stellen einen Prozess für individuelles abstrahierendes Lernen und eine diesen Prozess unterstützende Lernumgebung vor. Die Ergebnisse einer Pilotstudie zeigen, dass Lernende unter Nutzung der Lernumgebung aus Fallbeispielen ein abstraktes Modell erstellen und über ihren Prozess reflektieren konnten. Dies fiel ihnen leichter, wenn die Fallbeispiele wenige gemeinsame Oberflächenmerkmale aufwiesen. Im Gegensatz zum intendierten Lernprozess wandten manche Lernende einen anderen Prozess an.

Using Single-Case Participatory Action Research as a Methodology to Explore Appalachian Summer Camp Communities

Community educators have long known the value of direct experience in the learning process. Participatory action research extends this philosophy to the realm of research. This article examines the value of involving front line camp staff, members of the camp community in Appalachia as practitioner researchers with university scientists in studying the type and conditions of transformative learning in young adult camp staff. A young adult who was a camp community member assisted the researchers with methodology, data analysis, data interpretation, and dissemination of findings. This resulted in a more accurate, richer, and thicker description of the camp community member’s transformative learning experience. The benefits of involving practitioner researchers are examined, as well as promising practices for conducting participatory action research in community education environments.