Teorema de Pitágoras: algumas extensões/generalizações e atividades com o Software GeoGebra

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Phenomenology of OCD: Lessons from a large multicenter study and implications for ICD-11

This study aimed to investigate the phenomenology of obsessive compulsive disorder (OCD), addressing specific questions about the nature of obsessions and compulsions, and to contribute to the World Health Organization's (WHO) revision of OCD diagnostic guidelines. Data from 1001 patients from the Brazilian Research Consortium on Obsessive Compulsive Spectrum Disorders were used. Patients were evaluated by trained clinicians using validated instruments, including the Dimensional Yale Brown Obsessive Compulsive Scale, the University of Sao Paulo Sensory Phenomena Scale, and the Brown Assessment of Beliefs Scale. The aims were to compare the types of sensory phenomena (SP, subjective experiences that precede or accompany compulsions) in OCD patients with and without tic disorders and to determine the frequency of mental compulsions, the co-occurrence of obsessions and compulsions, and the range of insight. SP were common in the whole sample, but patients with tic disorders were more likely to have physical sensations and urges only. Mental compulsions occurred in the majority of OCD patients. It was extremely rare for OCD patients to have obsessions without compulsions. A wide range of insight into OCD beliefs was observed, with a small subset presenting no insight. The data generated from this large sample will help practicing clinicians appreciate the full range of OCD symptoms and confirm prior studies in smaller samples the degree to which insight varies. These findings also support specific revisions to the WHO's diagnostic guidelines for OCD, such as describing sensory phenomena, mental compulsions and level of insight, so that the world-wide recognition of this disabling disorder is increased. (C) 2014 Elsevier Ltd. All rights reserved.

A aplicação de tópicos de História da Química no processo de ensino e aprendizagem: dificuldades dos alunos

This research project aims to determine the main way that the inclusion of topics of history and philosophy of science education activities aimed at high school, influence the process of teaching and learning of chemistry. The subject of research will be a teacher, undergraduate student in chemistry and public school students that the teaching units developed will be applied. The literature presents a large of research indicating the need to include these topics in education and present the results of large withdrawals of original sources of the development of scientific knowledge. Despite of the large number of these works are not very common reports of application of the results of these studies on activities of the classroom, which reinforces the importance of this study

Calor e temperatura: uma revisão dos conceitos nas diferentes abordagens físicas

This work research and analyses the formulations and concepts of heat and temperature presented in Physics textbooks. These issues are deemed important because students often have difficulties differentiating and understanding such concepts, which compromises their education. The goal is to show that well-established relationships between Physical quantities such as energy, pressure, heat and temperature, even in different theories of Classical and Quantum Physics are not enough to define either temperature or heat. It also presents simple experiments that complement the teaching and learning of these concepts

Estratégias de aplicação de softwares educativos como instrumentos para o ensino de física

The technological advances of recent decades combined with digital inc1usion in Brazil sparked the country's population to the constant use of computers to perform tasks in many different natures. Whether it's for communication, entertainment, work or school, computers are tools with increasing numbers in Brazilian homes. Along with this evolution the Brazilian Physics teaching should be aware of the use of teaching tools that relate directly to the computer to student learning. Highlighting in this work we have scanned the contents of the Wikipedia community, a wide variety of educational videos placed on YouTube, educational games that try to teach the player in a fun way and a variety educational softwares placed on the World Wide Web. It is with special attention to educational softwares as tools for teaching physics, which describe some strategies for use of these software, combined with the textbooks, to illustrate some ways to introduce the use of educational softwares directly in the classroom

Um Estudo da modelagem matemática na educação matemática e seu potencial para o desenvolvimento do pensamento crítico

The implementation of mathematical modeling curricula represents a great challenge, both for teachers and students, since it escapes the traditional teaching methodology, i.e. when the teacher speaks to his/her students. This work presents, at least, one possible way of implementing mathematical modeling inside the classroom, and how this way encourage critical thinking in students. I see mathematical modeling as an opportunity to minimize student's rejection and increase their interest for mathematics, promoting their competencies to give points of scene in every day situations. The history of mathematics shows that mathematical modeling had developed since almost the beginning of human live, when men needed to solve problems that arose in the course of his life. Mathematics has become more and more abstract, but it is important to recall what was originated it. In this way, it is possible to make this subject matter more meaningful to students. I will make an introduction of mathematical modeling, presenting some important definitions. Based on this framework, I will present a classroom instruction understand on a 7 th grade classroom by myself. With this in instruction I sustain the idea that mathematical modeling has, in fact, a great potential to improve the quality of mathematics teaching. I also sustain that, the development of critical thinking, as a competence, way be achieved with it

Fazendo conexões com o mundo real: uso de conceitos e modelos da física no contexto da zoologia

There are considerations of that the education of Physics of the way as comes being driven us textbooks and consequently in classroom, is distant and distorted of their real purpose. We notice that the education of this science through the Physical school discipline, has I assume a character of preparation for university entrance exams exercises resolution, exceling for the memorization of formulae and by the mathematical solutions, fact that looks to cause to it is lacking of motivation and to the disinterest of the students regarding his contents. Since we are surrounded by phenomena, events, elements of the nature, new technologies, objects and so many others that can be explained and many times until applied and/or reproduced by means of physical concepts, there is no reason for treat to Physical as somewhat academic and remote of the reality. The little interest of high school students by the discipline of Physics and their poor performance in the learning of his contents has led to the search of new paths, resources and strategies that promote a more meaningful learning. Taking into account these facts, we seek in this course conclusion work, observe, analyze and apply concepts of the Physical one in multiple elements of ours routine, doing use of the interdisciplinary nature as a possible mechanism. The animals exert a fascination on most people. Much of what we see in their way of being and behaving can be explained by the laws of Physics and its models. Their physique, behavior and activities involve diverse movements, communication and sensing as physical limitations varied. Zoologists and physicists build models in an attempt to explain or understand animal behavior using well-established physical principles. The creation of physical models is going to approach a problem, identifies the fundamental information and removing all of the irrelevant details. An example... (Complete abstract click electrnic access below)

História do ensino da literatura infantil nos cursos de formação de professores primários no estado de São Paulo, Brasil (1947-2003)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O processo de configuração curricular: uma análise da compreensão de professores de educação física das séries iniciais do ensino fundamental

Pós-graduação em Educação - IBRC

Estudo exploratório sobre o desempenho em aritmética utilizando o soroban como ferramenta auxiliar

Pós-graduação em Matemática em Rede Nacional - IBILCE

Pluralismo metodológico e aprendizagem dos alunos no ensino fundamental

Over the years is a significant number of researchers consider constructivism as a methodology above the rest and that can be applied to any educational context, and is therefore the ideal methodology in the present moment. However, as opposed to this idea, there is a growing body of research that consider the methodological pluralism how best to teach in class, precisely because it is not just one, but several methodological practices which vary according to the educational needs of students. This exhibit features four lessons presented to students of 6th and 8th grade of elementary school II, two lessons using experimental activities, a lesson using Demo activity and a lesson using texts textbooks. In all four lessons there was a collection of data on students' understanding about the physical concepts covered by each of the above four lessons either through questionnaires, video recording, and more. Based on Vygotsky's theory of social interaction and constructs Wertsch (1984), this article raises important discussions about the advantages and disadvantages of these three methodologies within the pluralistic proposal

Travessias de Cecília: a caminho da educação matemática no CEEJA Padre Moretti - Rondônia

Pós-graduação em Educação Matemática - IGCE

A quinta história: composições da educação matemática como área de pesquisa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Professores que ensinam matemática e a inclusão escolar: algumas apreensões

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Um estudo sobre licenciatura de matemática oferecida na modalidade à distância

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)