Interdisciplinary project applied to engineering education: construction of a miniature ceramic industry

The greatest challenge of undergraduate engineering courses is to encourage creativity, cooperation with other students, teamwork, and motivation in the first years of their courses. While students have little or no contact with advanced disciplines, it is very difficult to attract their interests and encourage them to develop the skills in their undergraduate courses. This work aims to achieve these objectives through a mini-factory project involving the construction of a production line of ceramic tiles on a laboratory scale, from the ceramic processing using raw materials to the shipping of the final product. Having been given an established monthly demand for ceramic tiles, the students determined the construction requirements of the mini-factory, as they have created the layout, including the processing equipment, the dimensioning of equipment, and its operational structure. This article intends to describe the successful creation of the ceramic tile mini-factory, including the objectives, benefits, and inherent difficulties of the process and the receptivity of the exercise by the students involved.

Notes on competencies in engineering education

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

School inclusion: analyzing the establishment and organization of a special needs education service in a brazilian municipality

The present research integrates a network of studies called National Monitoring Center for Special Education (NMCSE) which studies the Multi-purpose Feature Rooms (MFRs) in regular schools. We aim to investigate whether the service offered by such rooms, maintained by the Department of Education of the Municipality of Araraquara, in São Paulo State, Brazil, is being successful at supporting the education of children and youth with special needs, pervasive developmental disorders and high skilled/gifted individuals. We have also investigated the limits and possibilities of such rooms concerning the set of services offered to their participants. In order to conduct the present research, we have performed: an interview with the Special Education Program manager from the abovementioned Department of Education; and the analysis of a Training Program that MFRs teachers must take. The training program consists of ten morning and afternoon shift meetings. The analyzed data leads us to conclude that the policy of implementation of MFRs, even in this relatively restricted universe is seen from different perspectives. Some interpretations are still permeated by the clinical model, considering individual action. The challenges observed in the classrooms show that the cooperation among teachers still occur randomly and, among other difficulties raised by them, is the selection of the right placement methods to identify eligible students who will benefit from the Specialized Educational Service (SES). In addition, teaching evaluation was considered fragile, as well as the training and the general requirements demanded in order to achieve the expected results.

Need for a continuing education program for toxoplasmosis control

The Toxoplasma gondii infection is very important from the point of view of public health and affects almost all homeothermic animal species, including birds and mammals. In this study, thirty teachers from elementary schools in the northwest area of the state of São Paulo, Brazil, were interviewed about toxoplasmosis. Their students frequented of first to fourth series of the fundamental teaching. The questionnaire with closed questions were: 1) is the cat the main transmitter of toxoplasmosis in humans?; 2) If the cat can transmit toxoplasmosis, how happens?; 3) “If the dog can transmit toxoplasmosis, how happens?”; Is there any other way to acquire toxoplasmosis?; If there are other means of transmission, which can be? After this stage, lectures of short duration were supplied about this disease and reapplied the interview form. The data were analyzed with base in descriptive statistics. We found that there was an assimilation of the concepts on the control of toxoplasmosis by the teachers. In conclusion, there is the need of implanting one continuing education program for the community in general directed to the improvement of basic concepts of toxoplasmosis control.

Physics teachers initial education and professional performance: what do future teachers have to say?

This research deals with the discussion about Physics teachers’ undergraduate education and professional performance related to the knowledge acquired during this initial education. More specifically, we try to answer questions like: How do future teachers evaluate the knowledge acquired during their initial education as in terms of specific knowledge as pedagogical knowledge? What are their formative needs and future expectatives about professional performance and the school teaching environment? Data was constituted from a sample of 26 future high school physics teachers, one semester long, that were taking the supervised curricular training in a undergraduate Physics education program (called Licenciatura in Brazil), in São Paulo State public university. Besides the final report of this training, future teachers were asked to answer a questionnaire aiming to take their conceptions about their initial education program, their formative needs, future professional expectatives and high school teaching environment. According to the future teachers, the program they were about to finish was satisfactory in terms of Physics specific contents; however, about the pedagogical content knowledge and the pedagogical practice, they showed to be unsatisfied and insecure. The majority of the questionnaire responses demonstrated that they feel lack of teaching experience. Moreover, teachers emphasize other factors related to the future professional performance: possible difficulties to deal with students’ indiscipline, schools’ bad physical structure, limited number of Physics classes in high school level, lack of didactical laboratories and also they seem to be frightened that the expertise teachers do not be collaborative with the new ones. In this sense, the research outcomes shows the necessity of discussions about questions involving teachers knowledge, related to either, the Physics conceptual domain and the pedagogical one, since it matters directly to future teachers professional performance. Discussions in this sense can also help evaluation and restructuration of programs designed to initial and continuous teachers’ education.

Review of The Search for a Common Language: Environmental Writing and Education Edited by Melody Graulich and Paul Crumbley

This edited collection grew out of a symposium held at Utah State University in Logan in 2002. According to the editors, the symposium's purpose was to "publicly explore the particular ways environmental writing educates the public through a fusion of science and literary expression." The Search for a Common Language achieves that purpose by including short prose pieces-ranging from memoirs, essays on specific locations, and scientific papers - as well as poetry on natural themes. The range of topics and genres and the inclusion of poetry provide a variety of ways to talk about the environment and reach out to different audiences to educate them about the natural world.