MICHIGAN TEACHER EXCELLENCE PROGRAM: PERSONAL EXPERIENCES AND IMPACT

This report is a summary of the effects of the Michigan Teacher Excellence Program (MITEP) on me as a science educator. The first chapter is a report of an action research project jointly authored with two other science teachers participating in the MITEP program titled “Station Activities and Misconceptions in the Chemistry Classroom.” The second chapter is a reflective essay evaluating the impacts of the MITEP experience on my teaching skills and practice, knowledge of science education and science education research, and leadership skills. The most significant impacts were a dramatic increase in my earth science content knowledge, a deeper understanding of inquiry-based teaching methods, and an expanded professional network of science educators.

O vídeo como recurso didático no processo de ensino-aprendizagem em ciências no ensino básico

Relatório de estágio para obtenção do grau de mestre em ensino do 1.º Ciclo e do 2.º ciclo do ensino básico

O vídeo como recurso didático no processo de ensino-aprendizagem em ciências no ensino básico

Relatório de estágio para obtenção do grau de mestre em ensino do 1.º Ciclo e do 2.º ciclo do ensino básico

The pedagogical content knowledge of Danish geography teachers in a changing schooling context

This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching in Denmark. In the last ten years Danish primary and lower-secondary schooling has undergone several significant changes, including the introduction of a final multiple-choice exam in geography in 2007, and a fundamental reconstruction of the curriculum in 2014. These changes are expected to influence the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge aspects which point to the final multiple-choice exam, but also the ‘bildung’ perspectives of the subject equipping students to develop their own opinions when dealing with socio-scientific issues (SSI).

Why Physical Geography? An analysis of justifications in teacher magazines in Germany

School geography is often quite different from academic geography and there are good reasons for that, as school is preparing young people to be able to lead the life they value instead of just training them to learn specific subject contents. In some countries school geography is understood as being mainly a social science. Nonetheless physical geography often plays an important part in textbooks and in everyday teaching in these countries. This presentation will examine how physical geography topics are justified in specialist teacher magazines in Germany. Are they justified by simply pointing at the value of the academic knowledge itself? Are they justified by claiming students’ special interest in these topics? Or are they justified by showing the value of physical geography in promoting social aims such as sustainable development, freedom or equality?

How textbook design may influence learning with geography textbooks

This paper investigates how textbook design may influence students’ visual attention to graphics, photos and text in current geography textbooks. Eye tracking, a visual method of data collection and analysis, was utilised to precisely monitor students’ eye movements while observing geography textbook spreads. In an exploratory study utilising random sampling, the eye movements of 20 students (secondary school students 15–17 years of age and university students 20–24 years of age) were recorded. The research entities were double-page spreads of current German geography textbooks covering an identical topic, taken from five separate textbooks. A two-stage test was developed. Each participant was given the task of first looking at the entire textbook spread to determine what was being explained on the pages. In the second stage, participants solved one of the tasks from the exercise section. Overall, each participant studied five different textbook spreads and completed five set tasks. After the eye tracking study, each participant completed a questionnaire. The results may verify textbook design as one crucial factor for successful knowledge acquisition from textbooks. Based on the eye tracking documentation, learning-related challenges posed by images and complex image-text structures in textbooks are elucidated and related to educational psychology insights and findings from visual communication and textbook analysis.

Aprendizaje activo

El Centro de Enseñanza Aprendizaje de la Universidad del Rosario (cea-ur), acorde con su compromiso por el mejoramiento continuo y la búsqueda de la innovación en los procesos de enseñanza-aprendizaje, pone a disposición de la comunidad académica el Boletín Reflexiones Pedagógicas. Esta colección presentará diversas alternativas para mejorar nuestros procesos didácticos y fortalecer los procesos de aprendizaje de nuestros estudiantes, de una manera sencilla y fácil de entender. En este primer número se presenta el tema de aprendizaje activo centro de nuestro proyecto educativo enunciado en el pei 2014.En él encontrarán no solo a qué se refiere este tipo de aprendizaje, sino también la descripción de algunas estrategias para desarrollarlo y referencias para profundizar en este tema.

Moléculas simples com aplicação na medicina

O trabalho apresentado, foi realizado no âmbito do mestrado em Química para o ensino, da Universidade de Évora e tem como tema " Moléculas Simples de Aplicação na Medicina". A abordagem deste tema deve-se à necessidade cada vez maior de um ensino que motive os alunos e lhes proporcione um gosto maior pelo estudo das ciências, uma vez que cada vez mais os jovens estudantes revelam pouca motivação e gosto pelo estudo das áreas científicas quer ao nível do ensino secundário quer ao nível do ensino superior. Pretende-se também tentar compreender e explicar o porquê das suas desmotivações e tentar adaptar novas abordagens a temas que suscitem nos jovens um maior interesse, uma melhor compreensão da importância das ciências, da tecnologia na vida quotidiana de todos nós no que respeita ao nosso bem-estar e à nossa saúde. Numa primeira parte é feita uma revisão sobre os principais conteúdos propostos a desenvolver em sala de aula, conteúdos esses que sustentam o estudo do xénon como anestésico e dos perfluorocarbonetos como substitutos do sangue. A segunda parte integra um programa orientador, seguindo as metodologias e estrutura do programa homologado pelo ME para o 12º ano de escolaridade, e protocolos de algumas actividades de carácter experimental laboratorial propostas. Estas actividades têm como finalidade estimular a curiosidade e facilitar a consolidação das matérias. ABSTRACT: The present study was carried out under the Master's Degree in Chemistry for Teaching, taught at the University of Évora under the theme "lmplementation of Simple Molecules in Medicine". The approach to this issue is due to an increasing need for teaching that motivates students and sharpen their senses for the study of science because, increasingly, young students show little motivation and passion for the study of science, both at secondary school and higher education terms. The aim is also trying to understand and explain the reason of their discouragement and try new approaches to issues that raise young in a better understanding of the importance of science and technology in everyday life for all of us in what concerns to our welfare and our health. ln the first part there is an overview of the major content areas to develop in the classroom. These contents support the study of xenon as an anesthetic and perfluorocarbons as blood substitutes. The second part includes the syllabus, following the methodologies and structure of the curriculum approved by the ME to the 12th grade and protocols of some activities for an experimental laboratory. These activities intend to stimulate curiosity and facilitate the consolidation of materials.