O processo de aprendizagem em práticas de ensino por investigação: interpretações a partir da abordagem fenomenológica e semiótica social

Pós-graduação em Educação para a Ciência - FC

Indisciplina no contexto escolar: um estudo das significações abstraídas por estudantes brasileiros do ensino fundamental e médio

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

O uso da Geometria do Táxi no ensino de Análise Combinatória

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Função exponencial e seu ensino através da resolução de problemas

Pós-graduação em Matemática - IBILCE

A experiência em ginástica no ensino fundamental e médio nas escolas estaduais da cidade de Rio Claro

Content belonging to the movement's body culture and inserted in Official Documents such as National Curriculum Parameters and Curriculum of the state of Sao Paulo, Gymnastics, was object of this Course Conclusion Paper. After the reality of more then 20 years of researches pointing to a distancing of Gymnastics content in School Physical Education, this study aims to understand and analyze the experience with Gymnastics contents during the middle and High School in Physical Education classes, having as perspective the view of students in the third year of high school from state schools in the city of Rio Claro-SP. Participated in this study 97 students from eleven state schools in the city. It was presented the previous experiences with gymnastics contens developed in Physical Education classes, as well as the materials, the most developed content and the pleasure aroused by these classes

Física e música: o uso de canções como ferramenta auxiliar no ensino de física

In this work we present a didactic proposal to use song lyrics for Physics Teaching aimed to High School level. Based on the work proposed by Zanetic (1990) that Physics is also Culture, we understand that its influence extends beyond the scientific boundaries, reaching spheres of knowledge where its presence is less obvious, such as the arts, especially Music. Based on proposals for Ramos and Gomes (2013), activities were conducted in two groups of second year of high school in the city of Rio Claro, each with an approach. In one of the classes the students received as material the lyrics of the songs printed and the other students were given a table along with the lyrics. In these materials the students identified physical concepts present in the songs Nuclear Shelter of the São Paulo band Premeditando the Breque and Manhattan Project of the Canadian band Rush. We observed during activities an improvement in the participation of students in theoretical discussions, probably due to a more favorable context for students to express themselves assigned by us to the activities with the songs. After performing the activities we demonstrated that you can enter the Music in the classroom not only as entertainment but as an aid in research and understanding of physical concepts

O ensino de estrutura da matéria na disciplina de física: uma análise de estruturas conceituais para a modelagem do currículo

Pós-graduação em Educação para a Ciência - FC

Redes sociais como ferramentas pedagógicas no ensino de biologia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

História da ciência no ensino de Física: um estudo sobre o ensino de atração gravitacional desenvolvido com futuros professores

We report here some outcomes of a research related to a didactical experience aiming to integrate the History of Science to the Physics Teaching, taking as background the historical development of the gravitational attraction. The research, of qualitative approach, is a case study and it was carried out in a sample of eleven students belonging to an undergraduate physics program (called licenciatura in Brazil) designed to from High School physics teachers in a São Paulo State Public University. We tried initially to reveal prospective teachers’ conceptions in order to provide a prepare that was used to guide the activities from the reality’s diagnosis. The aim was to promote discussions on the existence and persistence of alternative conceptions, on the historical evolution of the subject gravitational attraction, through readings and debates of texts contemplating recent subjects on the Science Education research, in order to generate dissatisfaction with traditional teaching models. The future High School physics teachers were asked to construct their own teaching proposal, through the development, in real situations, in a High School, of a minicourse based on: debates and synthesis developed in University classroom, the History of the Science and the student’s alternative conceptions. In this paper we will analyze future teachers’ alternative conceptions, the development of the course proposed, and details of the mini-courses taught by the prospective teachers in real situations, among High School students, its coherence and the posture changes observed in them.

Programa ReAção: uma análise das contribuições de uma pesquisa colaborativa com professores para a melhoria do ensino de ciências

The teaching of Science is one great challenge not only for educators but also for researchers in our country. In a globalized world where the social foundations, cultural and economic depend fundamentally on science and technology, science education is a basic requirement for the exercise of citizenship. Multiple initiatives have been taken to improve the quality of teaching of science practiced in our schools: the ReAction Program is the result of a set of actions developed by a public educational policy that invests in improving the Teaching of Science the elementary school. In this work, we present a history of this program and the search on the contribution and the actions developed, the collaborative research with a group of teachers-multiplier, and the evaluation of the teaching of science, measured from notes, frequency and speech teacher.

Uma descrição semiótica da metáfora no ensino de biologia: asserções sobre a célula animal

The main objective of this survey is describing signly the metaphor learning resource, with focus on biology education. Our teorical reference is the peircean semiotics, because it means solid heritage to code surveys implicated at science education, it led us to do an explanation about the main lines about that reference, addressed to researchers and lecturers interested in those reasonings. In the description yearned, another objectives appear: demonstrate diferences between metaphor/analogy and pragmatic analogy; to list metaphors, from cell representation analysis, and argue about principals diferences and probable cognitive consequences between the metaphor event in the visual representation and speech sentences. Therefore we analysed the animal cell of a high school first grade studying book – biology – cell biology – used by São Paulo and another state students. The findings demonstrate the undeniable importance of the metaphor as a learning tool in the biology education, and new findings about that, such as its limits in the concept elaboration, gnosiologic consequences for receptioning, the search needs for propositions– pictures between concept relations – in the science speech construction, and other results.

História e Filosofia da Biologia como ferramenta no ensino de evolução na formação inicial de professores de Biologia

By establishing a relationship among several sections of Biology, the theory of the evolution enables a more systemized and less fragmented education of this science. However, students seem to have difficulties of understanding the concept of biological evolution, by virtue of misunderstanding conceptual and historical data present in textbooks, among other causes. One of these mentioned distortions is the shock between Lamarck and Darwin’s ideas. We aimed, in this work, to investigate the understanding of Biology’s students in pre-service teachers education concerning the Lamarck and Darwin’s theories at different moments of the Evolution discipline. For this, some steps had been followed: 1) Verification of the previous conceptions; 2) Elaboration of a pedagogical material, containing diverse historical texts of primary and secondary sources; 3) Debates in two didactic modules, using the pedagogical material elaborated; 4) Analysis of the conceptions constructed by the students, from the didactic intervention. The results obtained show the preconceptions of the students interviewed, concerning the Lamarck and Darwin’s theories, resemble the explanations presented in textbooks and the insertion of historical texts in the Evolution lessons can be an interesting strategy to construction of knowledge of this theme

Contribuições da epistemologia e da história da ecologia para a formação de professores e pesquisadores

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

Representações de conteúdo inseridos no plano de ensino de professores em formação continuada

A partir de um curso com abordagem interdisciplinar contemplando as áreas: Química, Física e Ciências Biológicas, solicitou-se aos professores de Química a elaboração de Planos de Ensino, sobre o tema Equilíbrio Químico. O objetivo foi construir uma análise das representações de conteúdo (CoRe) no planejamento. A pesquisa realizada caracteriza-se como qualitativa descritiva e a análise foi realizada com base na análise de conteúdo. Inicialmente os professores apresentavam preocupação com relação à memorização dos conceitos pelos alunos. Ao final, pode-se perceber uma ligeira mudança no discurso dos professores e sua postura valoriza a compreensão dos conceitos relacionados ao conteúdo, e os conhecimentos prévios dos alunos como requisitos de aprendizagem.

O tratamento de questões sociocientíficas na formação de futuros professores de ciências: possibilidades e desafios nas vozes dos licenciandos

The perspective STSE (Science-Technology-Society-Environment) was recently implemented in the training courses for science teachers in Brazil, and proposes greater coordination of scientific knowledge with subjective questions that constitute the science, enables discussion of the nature of science and its implications for social and environmental issues. The present work aims to contribute to training of science teachers that approximates the current demands of contemporary society. Having as theoretical reasons the implications of STSE Movement in science teaching, we bring some considerations on pedagogical practices of undergraduates in Biological Sciences held within its Supervised. Through content analysis of the speeches of undergraduates, we can identify contributions and limitations that treatment of socio-scientific issues (SSI) revealed in the process, putting to discuss some aspects that are tangent training teachers committed to a contextualized view of science and scientific training. It discusses, among them, the relationship theory and practice in supervised training of future teachers’ conceptions about the implications of the STSE perspective in science teaching and science teacher positioning ahead controversial themes.