Formação em contexto, interpares e interciclos, para o ensino experimental das ciências

Este trabalho de projeto tem como objetivo explorar as possibilidades existentes, no agrupamento vertical de escolas da cidade do Entroncamento, para a conceção de um plano de formação em contexto entre professores do 1.º ciclo e docentes de ciências físicas e naturais do 3.º ciclo/secundário, na área do ensino experimental das ciências. Deste modo, a questão de partida foi: Que plano de formação contínua em contexto é possível promover, num agrupamento vertical de escolas, através de trabalho articulado entre professores do 1.º ciclo e 3.º ciclo/secundário, potenciador de um ensino experimental das ciências? Esta investigação consiste num estudo de caso (Bogdan & Biklen, 2010), de natureza essencialmente qualitativa/interpretativa, baseado na análise dos documentos orientadores do Agrupamento de Escolas Cidade do Entroncamento, em particular no que se refere à articulação vertical dos diferentes níveis e ciclos de escolaridade. Recorreu-se, ainda, a outros instrumentos de recolha de dados, como o levantamento de recursos humanos e físicos em escolas de níveis de ensino distintos, de modo a poder racionalizar e gerir eficientemente esses recursos, e também a um questionário aos docentes da escola básica selecionada, com o propósito de aferir as reais necessidades de formação para o ensino experimental das ciências dos professores do 1.º ciclo. Este projeto evidenciou que é possível implementar um trabalho articulado interpares e interciclos, assente na partilha de saberes e de experiências educativas, sendo uma mais valia o investimento em práticas colaborativas, capazes de valorizar o ensino experimental das ciências. Por outro lado, salientou-se a necessidade de reforçar a capacidade pedagógica dos estabelecimentos de ensino que integram o agrupamento de escolas em estudo e o aproveitamento racional dos seus recursos, para que se possa caminhar no sentido de uma formação contínua contextualizada, que contribua para o desenvolvimento profissional dos professores e consequentemente para uma melhoria dos níveis de literacia científica de todos.

A liderança na promoção da melhoria da organização escolar

Face à ineficácia das mudanças planificadas externamente, a investigação recente evidencia a relevância da cultura organizacional de escola na qualidade dos processos educativos e dos resultados escolares, bem como a importância decisiva do papel liderança na melhoria da escola. A partir da questão “Como podem os líderes promover a melhoria na organização escolar?”, a investigadora caracteriza a escola como organização, analisa a importância da cultura organizacional na melhoria, afere o papel da liderança na melhoria da organização escolar e apresenta formas de atuação que conduzam à melhoria escolar. O enquadramento teórico debruça-se sobre os conceitos de organização escolar, liderança e melhoria. Neste trabalho de projeto, procedeu-se à recolha e tratamento de dados a partir da leitura e análise dos relatórios de avaliação externa e de autoavaliação de um agrupamento de escolas, seguindo a metodologia de investigação qualitativa. Face ao diagnóstico realizado, foram definidas três áreas de melhoria: o sucesso educativo, o desenvolvimento profissional de docentes e outros agentes educativos e a consolidação da identidade do agrupamento e colaboração com a comunidade. Como plano de resolução é apresentado um plano de melhoria, em que constam os objetivos estratégicos e as ações/dinâmicas a implementar no agrupamento que a investigadora dirige.

A Prática Pedagógica da Educação Física Escolar no Ensino Fundamental da Rede Pública da Cidade de Mossoró/RN

Esta investigação se propôs a compreender de que forma a prática pedagógica dos professores de Educação Física das escolas municipais de Mossoró/RN tem contribuído para promover o interesse dos alunos a respeito desta disciplina. A partir desse objetivo geral, especificamente procuramos levantar informações sobre a forma que as aulas de Educação Física são aplicadas nas escolas públicas da rede municipal da cidade de Mossoró-RN, identificamos a percepção dos professores a respeito do ensino da Educação Física nas escolas e comparamos com a análise dos alunos a respeito da prática pedagógica dos professores e como esta influencia a visão que estes têm acerca Educação Física. Metodologicamente, demonstramos a caracterização da pesquisa, que possui uma natureza qualitativa e quantitativa, definimos os sujeitos que foram 04 professores e 259 alunos do Ensino Fundamental e o lócus da investigação que foram 04 escolas da rede municipal de ensino da cidade de Mossoró-RN. Descrevemos também os instrumentos de coleta de dados, entrevistas realizadas com os professores e um questionário aplicado aos alunos e os procedimentos de análise dos dados. Nas considerações finais, apontamos que apesar de haver uma consciência por parte dos alunos que a Educação Física escolar ainda está muito enraizada a funções tradicionalmente ligadas a essa área do conhecimento, tais como trabalho da parte física dos alunos, contribuir para a saúde e preparar atletas para as escolas. Os resultados apontam ainda para uma clara falta de estrutura física das escolas para a prática da Educação Física nas escolas municipais de Mossoró/RN. Esses alunos consideram, a partir da prática pedagógica dos seus professores, que as aulas de Educação Física são empolgantes, dinâmicas e se constituem espaços que contribuem para a interação entre eles e o ensino de valores, que por sua vez produzem nesses alunos um constante interesse na participação dessas aulas.

O papel da liderança na promoção de uma dinâmica de escola aprendente- um projeto em desenvolvimento

A época atual exige que a escola se reformule e se adapte às exigências locais, nacionais e mundiais com as quais se confronta. O professor, ator principal das mudanças requeridas, vê aumentar significativamente as suas funções, necessitando de uma formação que corresponda às suas necessidades e que terá de efetivar ao longo de toda a sua vida profissional. Contudo, a formação proposta pelos centros de formação nem sempre se afigura a mais adequada. Para mudar, a escola precisa de lideranças fortes que apostem numa formação que vá ao encontro das necessidades sentidas e tente dar respostas eficazes. Tendo por base estes pressupostos, o presente projeto pretende investigar, no contexto particular de uma determinada escola, o modo como a(s) lideranças promovem uma dinâmica de escola aprendente e dinamizam formações que correspondam às necessidades sentidas. Este estudo permite-nos concluir que a(s) liderança(s) é um dos fatores que influencia fortemente o plano de formação, muito embora não seja o único. O entendimento que a(s) lideranças têm da formação, do desenvolvimento profissional e do futuro da escola, condiciona fortemente a dinâmica de escola que aprende. Decorrente da visão sobre a formação na escola alvo deste estudo, construiu-se um plano de ação de formação que assenta na criação de uma equipa de formação, team-teaching, centrada na escola, trabalhando colaborativamente, para dar início ao que poderá ser a solução para o problema identificado: uma formação que responda efetivamente e eficazmente às necessidades de formação dos professores da escola para fazer face às exigências da escola atual. Assim, partindo do team-teaching no departamento de línguas, tentar-se-á alargar a experiência e criar as bases para uma formação que promova a dinâmica de escola aprendente.

An observing system simulation experiment for climate monitoring with GNSS radio occulation data: setup and testbed study

The long-term stability, high accuracy, all-weather capability, high vertical resolution, and global coverage of Global Navigation Satellite System (GNSS) radio occultation (RO) suggests it as a promising tool for global monitoring of atmospheric temperature change. With the aim to investigate and quantify how well a GNSS RO observing system is able to detect climate trends, we are currently performing an (climate) observing system simulation experiment over the 25-year period 2001 to 2025, which involves quasi-realistic modeling of the neutral atmosphere and the ionosphere. We carried out two climate simulations with the general circulation model MAECHAM5 (Middle Atmosphere European Centre/Hamburg Model Version 5) of the MPI-M Hamburg, covering the period 2001–2025: One control run with natural variability only and one run also including anthropogenic forcings due to greenhouse gases, sulfate aerosols, and tropospheric ozone. On the basis of this, we perform quasi-realistic simulations of RO observables for a small GNSS receiver constellation (six satellites), state-of-the-art data processing for atmospheric profiles retrieval, and a statistical analysis of temperature trends in both the “observed” climatology and the “true” climatology. Here we describe the setup of the experiment and results from a test bed study conducted to obtain a basic set of realistic estimates of observational errors (instrument- and retrieval processing-related errors) and sampling errors (due to spatial-temporal undersampling). The test bed results, obtained for a typical summer season and compared to the climatic 2001–2025 trends from the MAECHAM5 simulation including anthropogenic forcing, were found encouraging for performing the full 25-year experiment. They indicated that observational and sampling errors (both contributing about 0.2 K) are consistent with recent estimates of these errors from real RO data and that they should be sufficiently small for monitoring expected temperature trends in the global atmosphere over the next 10 to 20 years in most regions of the upper troposphere and lower stratosphere (UTLS). Inspection of the MAECHAM5 trends in different RO-accessible atmospheric parameters (microwave refractivity and pressure/geopotential height in addition to temperature) indicates complementary climate change sensitivity in different regions of the UTLS so that optimized climate monitoring shall combine information from all climatic key variables retrievable from GNSS RO data.

Transpolar voltage and polar cap flux during the substorm cycle and steady convection events

Transpolar voltages observed during traversals of the polar cap by the Defense Meteorological Satellite Program (DMSP) F-13 spacecraft during 2001 are analyzed using the expanding-contracting polar cap model of ionospheric convection. Each of the 10,216 passes is classified by its substorm phase or as a steady convection event (SCE) by inspection of the AE indices. For all phases, we detect a contribution to the transpolar voltage by reconnection in both the dayside magnetopause and in the crosstail current sheet. Detection of the IMF influence is 97% certain during quiet intervals and >99% certain during substorm/SCE growth phases but falls to 75% in substorm expansion phases: It is only 27% during SCEs. Detection of the influence of the nightside voltage is only 19% certain during growth phases, rising during expansion phases to a peak of 96% in recovery phases: During SCEs, it is >99%. The voltage during SCEs is dominated by the nightside, not the dayside, reconnection. On average, substorm expansion phases halt the growth phase rise in polar cap flux rather than reversing it. The main destruction of the excess open flux takes place during the 6- to 10-hour interval after the recovery phase (as seen in AE) and at a rate which is relatively independent of polar cap flux because the NENL has by then retreated to the far tail. The best estimate of the voltage associated with viscous-like transfer of closed field lines into the tail is around 10 kV.

Transgenic approaches to crop improvement

Transgenic crops are now grown commercially on several million hectares, principally in North America. To date, the predominant crops are maize (corn), soybean, cotton, and potatoes. In addition, there have been field trials of transgenics from at least 52 species including all the major field crops, vegetables, and several herbaceous and woody species. This review summarizes recent data relating to such trials, particularly in terms of the trends away from simple, single gene traits such as herbicide and insect resistance towards more complex agronomic traits such as growth rate and increased photosynthetic efficiency. Much of the recent information is derived from inspection of patent databases, a useful source of information on commercial priorities. The review also discusses the time scale for the introduction of these transgenes into breeding populations and their eventual release as new varieties.

A new method for evaluating regional air quality forecasts

A Kriging interpolation method is combined with an object-based evaluation measure to assess the ability of the UK Met Office's dispersion and weather prediction models to predict the evolution of a plume of tracer as it was transported across Europe. The object-based evaluation method, SAL, considers aspects of the Structure, Amplitude and Location of the pollutant field. The SAL method is able to quantify errors in the predicted size and shape of the pollutant plume, through the structure component, the over- or under-prediction of the pollutant concentrations, through the amplitude component, and the position of the pollutant plume, through the location component. The quantitative results of the SAL evaluation are similar for both models and close to a subjective visual inspection of the predictions. A negative structure component for both models, throughout the entire 60 hour plume dispersion simulation, indicates that the modelled plumes are too small and/or too peaked compared to the observed plume at all times. The amplitude component for both models is strongly positive at the start of the simulation, indicating that surface concentrations are over-predicted by both models for the first 24 hours, but modelled concentrations are within a factor of 2 of the observations at later times. Finally, for both models, the location component is small for the first 48 hours after the start of the tracer release, indicating that the modelled plumes are situated close to the observed plume early on in the simulation, but this plume location error grows at later times. The SAL methodology has also been used to identify differences in the transport of pollution in the dispersion and weather prediction models. The convection scheme in the weather prediction model is found to transport more pollution vertically out of the boundary layer into the free troposphere than the dispersion model convection scheme resulting in lower pollutant concentrations near the surface and hence a better forecast for this case study.

Pre-CME onset fuses: do the STEREO heliospheric imagers hold the clues to the CME onset process?

Understanding the onset of coronal mass ejections (CMEs) is surely one of the holy grails of solar physics today. Inspection of data from the Heliospheric Imagers (HI), which are part of the SECCHI instrument suite aboard the two NASA STEREO spacecraft, appears to have revealed pre-eruption signatures which may provide valuable evidence for identifying the CME onset mechanism. Specifically, an examination of the HI images has revealed narrow rays comprised of a series of outward-propagating plasma blobs apparently forming near the edge of the streamer belt prior to many CME eruptions. In this pilot study, we inspect a limited dataset to explore the significance of this phenomenon, which we have termed a pre-CME ‘fuse’. Although, the enhanced expulsion of blobs may be consistent with an increase in the release of outward-propagating blobs from the streamers themselves, it could also be interpreted as evidence for interchange reconnection in the period leading to a CME onset. Indeed, it is argued that the latter could even have implications for the end-of-life of CMEs. Thus, the presence of these pre-CME fuses provides evidence that the CME onset mechanism is either related to streamer reconnection processes or the reconnection between closed field lines in the streamer belt and adjacent, open field lines. We investigate the nature of these fuses, including their timing and location with respect to CME launch sites, as well as their speed and topology.

What determines religious school choice? Theory and evidence from rural Bangladesh

This paper looks at the determinants of school selection in rural Bangladesh, focusing on the choice between registered Islamic and non-religious schools. Using a unique dataset on secondary school-age children from rural Bangladesh, we find that madrasah enrolment falls as household income increases. At the same time, more religious households, and those that live further away from a non-religious school are more likely to send their children to madrasahs. However, in contrast to the theory, we find that Islamic school demand does not respond to the average quality of schools in the locality.

Aerosol retrieval experiments in the ESA Aerosol_cci project

Within the ESA Climate Change Initiative (CCI) project Aerosol_cci (2010–2013), algorithms for the production of long-term total column aerosol optical depth (AOD) datasets from European Earth Observation sensors are developed. Starting with eight existing pre-cursor algorithms three analysis steps are conducted to improve and qualify the algorithms: (1) a series of experiments applied to one month of global data to understand several major sensitivities to assumptions needed due to the ill-posed nature of the underlying inversion problem, (2) a round robin exercise of "best" versions of each of these algorithms (defined using the step 1 outcome) applied to four months of global data to identify mature algorithms, and (3) a comprehensive validation exercise applied to one complete year of global data produced by the algorithms selected as mature based on the round robin exercise. The algorithms tested included four using AATSR, three using MERIS and one using PARASOL. This paper summarizes the first step. Three experiments were conducted to assess the potential impact of major assumptions in the various aerosol retrieval algorithms. In the first experiment a common set of four aerosol components was used to provide all algorithms with the same assumptions. The second experiment introduced an aerosol property climatology, derived from a combination of model and sun photometer observations, as a priori information in the retrievals on the occurrence of the common aerosol components. The third experiment assessed the impact of using a common nadir cloud mask for AATSR and MERIS algorithms in order to characterize the sensitivity to remaining cloud contamination in the retrievals against the baseline dataset versions. The impact of the algorithm changes was assessed for one month (September 2008) of data: qualitatively by inspection of monthly mean AOD maps and quantitatively by comparing daily gridded satellite data against daily averaged AERONET sun photometer observations for the different versions of each algorithm globally (land and coastal) and for three regions with different aerosol regimes. The analysis allowed for an assessment of sensitivities of all algorithms, which helped define the best algorithm versions for the subsequent round robin exercise; all algorithms (except for MERIS) showed some, in parts significant, improvement. In particular, using common aerosol components and partly also a priori aerosol-type climatology is beneficial. On the other hand the use of an AATSR-based common cloud mask meant a clear improvement (though with significant reduction of coverage) for the MERIS standard product, but not for the algorithms using AATSR. It is noted that all these observations are mostly consistent for all five analyses (global land, global coastal, three regional), which can be understood well, since the set of aerosol components defined in Sect. 3.1 was explicitly designed to cover different global aerosol regimes (with low and high absorption fine mode, sea salt and dust).

Stalagmite water content as a proxy for drip water supply in tropical and subtropical areas

In this pilot study water was extracted from samples of two Holocene stalagmites from Socotra Island, Yemen, and one Eemian stalagmite from southern continental Yemen. The amount of water extracted per unit mass of stalagmite rock, termed "water yield" hereafter, serves as a measure of its total water content. Based on direct correlation plots of water yields and δ18Ocalcite and on regime shift analyses, we demonstrate that for the studied stalagmites the water yield records vary systematically with the corresponding oxygen isotopic compositions of the calcite (δ18Ocalcite). Within each stalagmite lower δ18Ocalcite values are accompanied by lower water yields and vice versa. The δ18Ocalcite records of the studied stalagmites have previously been interpreted to predominantly reflect the amount of rainfall in the area; thus, water yields can be linked to drip water supply. Higher, and therefore more continuous drip water supply caused by higher rainfall rates, supports homogeneous deposition of calcite with low porosity and therefore a small fraction of water-filled inclusions, resulting in low water yields of the respective samples. A reduction of drip water supply fosters irregular growth of calcite with higher porosity, leading to an increase of the fraction of water-filled inclusions and thus higher water yields. The results are consistent with the literature on stalagmite growth and supported by optical inspection of thin sections of our samples. We propose that for a stalagmite from a dry tropical or subtropical area, its water yield record represents a novel paleo-climate proxy recording changes in drip water supply, which can in turn be interpreted in terms of associated rainfall rates.

Encountering migration: English primary school teachers’ responses to Polish children

Schools in England have recently undergone a shift in their pupil demographic which in part reflects changing patterns of trans-European migration since the accession of new member states to the EU in 2004 and 2007. There is evidence that this shift is one experienced not just in inner-city schools most commonly associated with minority ethnic populations, but in a wide range of schools in rural and smaller town settings in a number of counties across the country (Vertovec, 2007). This article explores the responses of English primary school teachers to Polish children arriving since 2006 in a county in the South of England. Using Bourdieu’s logic of practice, interview data are analysed in order to examine attitudes towards Polish children and their families. Discussion centres on how teachers’ professional habitus may unconsciously govern their reception of children from Poland, and of how the teacher-friendly behaviour of Polish children and families may support a generalised construction of the Polish model learner.

Étude des méthodes d'enseignement utilisées dans la classe de Français Langue Étrangère en Suède

Ce mémoire traite des méthodologies générales et systématisées de la didactique des langues étrangères développées à différentes périodes, ainsi que des méthodes d’enseignement (techniques, outils, matériels, exercices, activités et tâches etc.) et des théories autour de celles-ci. En utilisant une enquête, remplie par des professeurs travaillant dans certaines écoles suédoises, cette étude lie les méthodologies, les méthodes d’enseignement et les théories avec les pratiques de classe. L’étude montre quelles méthodes d’enseignement sont utilisées et la fréquence de leur utilisation, ainsi que les liens avec les méthodologies. Elle montre aussi que l’enseignement des professeurs de l’étude est principalement représentatif d’une seule méthodologie (la méthodologie cognitiviste – l’approche communicative).

Det är enklare i teorin… Om skolutveckling i praktiken : En fallstudie av ett skolutvecklingsprojekt i en gymnasieskola

This dissertation is a case study dealing with a school development project that took place in an upper secondary school as a result of a merger of two schools with different cultures. The project used a method called “Frirumsmodellen” and was planned to be conducted in three steps. The first was to carry out a cultural analysis in order to map the preconditions to start a school development project. The second was to carry out concrete actions and finally study eventual effects from such activities by doing a second cultural analysis. My role was to be a supervisor in the school development work, but at the same time study how this work was conducted and its impact in the ordinary school day. The dissertation takes its departure in the fact that schools are political governed. The mission of schools is never neutral; it is always an expression of behind laying social forces, ideologies and ideals of the contemporary society. Of this reason, there is a close connection between the macro political level and the micro political level. Another point of departure is the transition from a modern to a post modern society that gives the character to the changes that take place in schools. Steering of schools has partly been treated as a technical implementation problem. Schools contain on going conflicts between different interest groups that, more or less regularly, end up in educational reforms. These reforms generate school development activities in the single school. Undoubtedly, this makes school development to a complex process. At a rather late stage of the study I decided not to fulfil my task to follow the original plan. I instead let the school development project as a model to be in focus. The over all purpose was formulated: How is it possible to understand what happened in the school development project in the Falkgymnasiet and why was it not possible to carry it out as it was said in the project plan? To interpret what took place during the project I did create an interpretation frame of implementation and complexity theory that also made it possible to critically scrutinise the “Frirumsmodellen”. Already in an early stage of the process it was obvious that the “Frirumsmodellen” did not supply any tools to use and it became disconnected from the project. The project in it selves was marginalised and made invisible. The headmaster used the situation to change things she thought were important to develop. As a result, things happened, but most of the involved people did not at first hand connect this to the project. It is, of course, difficult in detail to say what caused what. The complexity theory successively made the hidden patterns revealed, hidden unofficial potentates visible, as well as unpredictable conditions that generated reactions from the personnel in front of a development work. Together this was rather efficient obstacles for not changing this school. I also discuss school development and implementation problems on a general level, for example, the possibility to transform a top-down initiated project to be bottom-up driven and using project as a tool for school development work. It was obvious that headmasters and teachers must be prepared to handle the ideological dimensions of problems schools have to face. Consequently, development work is about making problems visible and to handle these in the intersection point between the intentions of educational policies, pedagogical researchers, school administrators, headmasters, teachers and pupils. The ideological dimension also contains an existential issue. Do I as a teacher share the intentions for the development work? If not, how must I act?