Intera����o entre universidade e escola de ensino b��sico: um panorama dos projetos de extens��o do Instituto de Bioci��ncias - Botucatu

A extens��o �� compreendida como uma intera����o entre a Universidade e a comunidade na qual est�� inserida e como uma via de m��o dupla onde a Universidade leva conhecimentos e/ou assist��ncia �� comunidade e recebe dela influxos positivos e reais necessidades, ou seja, constitui-se uma rela����o de troca de conhecimentos. As atividades de extens��o desenvolvidas no Instituto de Bioci��ncias (IB) da UNESP - Campus Botucatu, por meio de projetos, s��o diversificadas quanto ao p��blico alvo, quanto ao local de realiza����o e tamb��m quanto aos objetivos. Ao longo dos anos, foram realizadas in��meras atividades de extens��o dirigidas aos professores e alunos das escolas de ensino b��sico, das quais destacamos os projetos de extens��o relacionados ao ensino de Ci��ncias e Biologia. Este estudo teve por objetivos identificar as atividades de extens��o, desenvolvidas por docentes do IB, voltadas ao ensino b��sico, e investigar a percep����o dos docentes sobre a articula����o entre Universidade e escolas de ensino infantil, fundamental e m��dio. Os dados foram coletados por meio de an��lise de documentos, question��rio e entrevista. Pela an��lise de documentos, foram identificados os projetos de extens��o relacionados ao ensino de Ci��ncias e Biologia e que possuem rela����o (direta ou indireta) com escolas do ensino b��sico desenvolvidos pelo IB nos anos 2006, 2007 e 2008, cadastrados na PROEX, vinculados ao N��cleo de Ensino, ao Programa Ci��ncia Na UNESP e ao NADi - Museu Escola. Por meio do question��rio, com quest��es abertas e fechadas, foram coletados dados junto a 15 professores coordenadores e pela entrevista foram coletados dados junto ao Presidente da Comiss��o Permanente de Extens��o Universit��ria. Segundo os dados obtidos, foi poss��vel perceber um aumento no n��mero de projetos ao longo dos tr��s anos, assim como um aumento na participa����o de professores e alunos do Instituto...(Resumo completo, clicar acesso eletr��nico abaixo)

Uma an��lise fenomenol��gica do uso de jogos e materiais manipulativos no ensino de matem��tica

This work investigates the reasons that take teachers to use or not use manipulative materials in mathematics education as well as the knowledge that teachers of Basic Education schools of the city of Guaratingueta have about such resources. The experience in the classroom, while participating in projects, showed that these resources are important allies in knowledge production. However, we noticed that they are not often present in the teachers teaching practice. This leads us to investigate the relevance of such education resources from authors like Grando (2000) and Macedo (2012) and try to see the idea that math teachers have about their use. For this research we developed a questionnaire and we headed teachers to obtain data. Assuming a posture qualitative with phenomenological approach, organized researched data and interpreted following the procedures described by Bicudo (2011) and Machado (1994). We built three categories or regions of generality that lead us to consider that, for our research subjects, the use of manipulative materials is significant as Didactic Resources and Learning Aid, however, used from a Na��ve Knowledge that does not involve reflection on practice or relies on theoretical concepts

Paleontologia e evolu����o em revista popular de divulga����o cient��fica e suas implica����es para o ensino de biologia

Considerando que Biologia no Ensino M��dio tem como linha de abordagem Evolu����o Biol��gica e que mat��rias publicadas em revistas de divulga����o cient��fica t��m apresentado problemas que interferem negativamente na constru����o de conhecimentos espec��ficos, nos propusemos a investigar tanto a natureza e a qualidade da divulga����o de temas da Paleontologia e Evolu����o na revista Superinteressante, por ser de grande penetra����o, quanto o preparo, a opini��o e a forma de atua����o de professores de Biologia no que se refere a esses assuntos. Nosso objetivo, diante dessa problem��tica, centrou-se na compreens��o das implica����es que as mat��rias de Paleontologia e Evolu����o dessa revista representam no contexto do ensino de Biologia. Publica����es de 2000 a 2010 foram analisadas e revelaram grande n��mero de mat��rias sobre os temas destacados, principalmente nos 6 primeiros anos. Elas foram marcadas por abordagem sensacionalista e vis��o determinista da ci��ncia, erros conceituais, dados inexatos e distorcidos, ilustra����es inadequadas e linguagem informal, muitas vezes aned��tica, que distorcem e vulgarizam as informa����es. Os professores, que revelaram fazer amplo uso de materiais de divulga����o cient��fica, especialmente revistas, para atualiza����o e prepara����o de aulas, desenvolvem esses dois temas principalmente no 3�� ano do Ensino M��dio por meio de aulas te��ricas, comprometendo o interesse e entendimento, pelo aluno, da origem e diversifica����o da vida na hist��ria geol��gica da Terra. Conclu��mos que �� imperativo investir na capacita����o te��rico-pr��tica de professores para que sejam capazes de an��lises adequadas das informa����es dispon��veis nas mat��rias de divulga����o, podendo at�� mesmo fazer uso delas no ensino b��sico, por��m sem comprometer a constru����o das id��ias e conceitos envolvidos

Ci��ncias no ensino fundamental I: reflex��es sobre a experimenta����o como estrat��gia did��tica

Neste trabalho analisamos a experimenta����o did��tica no ensino de Ci��ncias, discutindo possibilidades did��ticas e implica����es. Para tal, foi realizada uma pesquisa bibliogr��fica e an��lise da experi��ncia did��tica pessoal da autora, num vi��s qualitativo de caracter��sticas autoetnogr��ficas da atividade docente em si. Foram analisados os projetos de aulas de Ci��ncias elaborados tendo em vista uma sala do 5�� ano do ensino fundamental I, com diferentes estrat��gias did��ticas, tendo como foco as experi��ncias: (a) a constru����o de um terr��rio, (b) a constru����o de um filtro de ��gua e (c) um experimento sobre eros��o do solo e (d) a realiza����o de um experimento sobre reciclagem. A an��lise permite considerar que a experimenta����o did��tica pode fomentar um ambiente mais l��dico, com poss��veis implica����es positivas para o interesse dos alunos pelo aprendizado de Ci��ncias e, sobretudo, para o enriquecimento das atividades de ensino

O ensino de f��sica e a m��sica: a experi��ncia de um futuro professor frente o desafio de ensinar

Here we present an exploratory study on the subject of Physics and Music, discussing how this issue is addressed in two high schools belonging to state education network in Rio Claro ��� SP city. Initially, we conducted a critical analysis of the books that are used as the main tool to support the teacher in the classroom. Alert this analysis , it is possible to realize low-level content when we bring the topic into the classroom. Based in this analysis and an experimental class that was held as part of the course Teaching Practice and Supervised , the Bachelor's Degree in Physical Activity - UNESP Campus Rio Claro was an elaborate educational proposal related to Physics Teaching and Music with a thematic strategy different from the traditional approach , considering the use of experiments built with low cost (Ferreira and Ramos , 2008) materials , which can be an alternative to improve the teaching learning process student , because these experiments stimulate and provide a more dynamic and closer interaction with the objects class. We also seek to study, in greater depth , aspects of wave physics, discussing how a wave propagates in a string with its two fixed ends , which besides being a subject that is usually covered in books , is a phenomenon that is present in string instruments

A sele����o dos conte��dos cartogr��ficos presentes na proposta curricular dos cadernos S��o Paulo faz escola de geografia do 6. ano do ensino fundamental II

Cartography is one of the languages that express the knowledge of the geographic space and, therefore, the official curriculum proposals have highlighted the importance of the geography teaching which articulates its contents with this language in primary education. So, we present an analysis of the content selected to the curriculum mapping specifications of the S��o Paulo faz escola material, specifically for the 6th year of Elementary School II, version 2009. From the perspective of qualitative research, with instruments and techniques of quantitative and qualitative research, we analyzed documents and observed little concern with the proposition works that present the physical and social characteristics of the state of S��o Paulo. Also, we noticed the lack of concern with representations in local and regional scales. The research brings many examples on the global scale. It explores few activities using graphics and charts. Despite bringing thematic maps in their entirety, it does not show an example of conical projection as well as cartograms and anamorphosis. Furthermore, the trend of a technicist education is announced in the document

A hist��ria do arremesso do peso como subs��dio para o seu ensino em aulas de Educa����o F��sica

O atletismo pode ser considerado como um ���esporte de base���, j�� que est�� relacionado aos movimentos de correr, marchar, lan��ar, arremessar e saltar. Mas, logo percebemos que, apesar da import��ncia do atletismo, n��o tivemos aulas dessa modalidade esportiva na escola. Por ser uma prova do atletismo, o arremesso do peso, tamb��m �� pouco conhecido, cabendo aos professores de Educa����o F��sica se aprimorarem, buscando conhecimentos na ��rea, a fim de poder ensin��-lo na escola. Para auxili��-los, procuramos resgatar a hist��ria do arremesso do peso, identificando as principais modifica����es que ocorreram nessa prova desde sua origem at�� os dias atuais. Ap��s intensa pesquisa bibliogr��fica, reunimos, nesse trabalho, dados referentes �� origem da prova, resultados de competi����es internacionais, hist��ria nos Jogos Ol��mpicos, t��cnicas do arremesso do peso etc, a fim de subsidiar seu ensino na escola, onde deveria ser trabalhada como parte do conte��do do atletismo desenvolvido nas aulas de Educa����o F��sica. Pautando-nos nas dimens��es dos conte��dos: conceitual, procedimental e atitudinal, procuramos, ainda, evidenciar diferentes possibilidades de ensino do arremesso do peso voltado �� forma����o do aluno, em especial, no que se refere ao que ele ���deve saber���, ao que ele ���deve fazer��� e ��s atitudes que ele ���deve tomar��� diante ��s situa����es por ele vivenciadas ao longo da vida

O ensino dos conceitos de ��rea e per��metro atrav��s da resolu����o de problemas

When I set out to attend degree in mathematics was because I believed that mathematics could be taught to students in a way closer to their daily lives, thereby making it a more attractive school discipline, gradually, eliminating its reputation of a difficult school subject. Then, during my observations in supervised, I realized that one of the greatest difficulties in mathematics was related with geometry, in which the concepts of area and perimeter were often confused. Using the methodological tool of problem solving, something to bring the concept to be developed and the cultural context in which the student is in, I developed some educational activities in which, using concrete materials, students were encouraged to construct their own knowledge about the concepts of area and perimeter. Moreover, such activities were designed to place the student as the center of attention in the classroom. The main objective of this work is to encourage and observe how this methodology, based on the solving problem process, can be used within the classroom, to better understand the concepts to be taught, always looking for improvement of the student learning

Laborat��rio de Ensino de Matem��tica: uma extens��o da sala de aula

This work has as purpose to present some boardings that assist in the process of mathematics teach-learning. We detach the Laboratory of Education of Matem��tica (LEM) and its main components. On the basis of the National Curricular Parameters, we display four activities that had been developed and applied in a Municipal School of the Public Net of Education in the city of Roseira. In the activities the mental arithmetic is developed, to study the elementary operations and concepts of horizontal segment and vertical segment. The results show that, with the development of the activities, as much the researcher as the teacher and its pupils had been more interested in arguing, teaching and to learn mathematics

As dificuldades de implanta����o de atividades experimentais investigativas no ensino de Qu��mica

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)

O ensino de f��sica nos primeiros anos da educa����o b��sica: possibilidades l��dicas e experimentais

We discuss in the work the importance of experiential activities for Physics Teaching in the first years at Elementary Education. For this we start from the experience provided by the Teaching Project Initiation under Pibid CAPES, linked to the Department of Education from the Institute of Biosciences and activities of the Graduate Diploma in Physics Supervised, at Rio Claro Campus, S��o Paulo State, in partnership with Basic Education schools of the city. Based on some patterns and studies on the Teaching of Science in Elementary Education and particularly in the Ferreira���s work with Instrumentation for Physics Teaching, Electrostatic was chosen as base theme. We opted for the use of didactic experiments that provided in its construction the utilization of low cost materials, easy access and portability. Teaching strategies were aimed at inserting experiential activities during Elementary School I (first and third years of elementary school), intending to rescue the trial of Physics Education and Science for Basic Education. These experimental teaching activities were analyzed in this paper from the perspective of playfulness. We argue that experimentation with recreational attributes when properly used provides the interaction of individuals with the knowledge of Physical Sciences

A aplica����o de t��picos de Hist��ria da Qu��mica 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

Aspectos envolvendo as atitudes negativas de alunos com rela����o �� matem��tica no primeiro ciclo do ensino fundamental

A matem��tica �� vista pela maioria das pessoas como a disciplina escolar mais dif��cil. Muitas pessoas a v��em, desde muito cedo, como um ���bicho de sete cabe��as���, e pais e alguns professores, muitas vezes, colaboram com essa situa����o. Considerando que muitas investiga����es envolvendo as atitudes dos alunos em rela����o �� matem��tica j�� foram realizadas na ��rea da Educa����o Matem��tica, o objetivo desta pesquisa foi sistematizar os principais resultados nelas apresentados. As atitudes negativas dos alunos em rela����o �� matem��tica est��o associadas a quais aspectos? Esta ser�� a quest��o norteadora da investiga����o. Mais especificamente, foi realizada uma pesquisa qualitativa bibliogr��fica sobre as atitudes dos alunos do primeiro ciclo do Ensino Fundamental em rela����o �� matem��tica. A partir dela, elencamos e analisamos, em oito pesquisas selecionadas, motivos que podem estar associados ��s atitudes negativas dos alunos em rela����o �� matem��tica. Para tanto, utilizamos o banco de teses e disserta����es da Capes, bem como outros trabalhos recentes como fontes de investiga����o.. Parte significativa dos estudos refor��a a rela����o entre as atitudes dos alunos frente �� Matem��tica e os aspectos envolvidos no processo de ensino e aprendizagem dessa disciplina e todos eles apontam o papel do professor como principal respons��vel pelas atitudes positivas e/ou negativas apresentadas pelos alunos com rela����o �� matem��tica, ainda que a fam��lia tamb��m tenha sido citada como relevante no processo

Influ��ncias do Projeto Baja SAE no ensino da engenharia e no desenvolvimento do aluno

This work aims to show the importance of Baja SAE Project in engineering education, as well as the development of the student, being an outstanding tool for the engineering student has an education that meets the objectives of the pedagogical university and also the guidelines Ministry of Education curriculum for engineering courses. The Baja SAE Project provides the engineering students the chance to apply in practice the knowledge acquired in the classroom, to enhance their preparation for the labor market. The student becomes involved with a real case of project development, from concept design, detailed design and construction. The Baja SAE Project redefines the position of the student as an active element in the learning process engineering, leaving behind the simple condition of receiving information. Values procedures that provide students the opportunity to learn in contexts of professional practice, while offering the opportunity to contextualize the execution of a project. From an analysis to develop personal skills, Baja SAE Project has its own characteristics and essential for professional practice, however, not specific to the engineering course. For example, capacity for teamwork, communication skills written and oral, ethical behavior, critical, overview, entrepreneurial spirit, leadership, etc

Um levantamento bibliogr��fico no per��odo de 2008-2013 sobre a alfabetiza����o cient��fica nas s��ries iniciais para o ensino de f��sica

This study aimed to review the publications in the area of Education Physics that has contributed to Scientific Literacy and STS - Science , Technology and Society , with students of elementary school in Basic Education , looking for understand the importance of an education that aims the formation of critical citizens, in opposition to passive recipients of technological influences of a modern society , but which are able to understand and reflect the importance and influence of science and technology in political, social and environmental to society . In this context , the Physics, is one of the areas of natural sciences with direct implications in daily life , we believe in the importance of introducing physical concepts in science education since the early years of basic education , either as a approach playful , experiment, study of books , magazines , papers , etc. . , so that the knowledge about physics can be built through experience and the analysis of daily phenomena, instead of only being addressed in the last three years of teaching average basic education