Aprendizagem da quantificação no processo da formação do graduando de cursos de geografia

Tese (doutorado)—Universidade de Brasília, Instituto de Ciências Humanas, Departamento de Geografia, Programa de Pós Graduação em Geografia, 2015.

Docência online na educação superior

Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-graduação em Educação, 2015.

Histórias com história dentro

Dissertação de Mestrado, Educação de 1.º e 2.º Ciclo do Ensino Básico, Escola Superior de Educação e Comunicação, Universidade do Algarve, 2016

Research on the BEIC Curriculum: Unveiling What Lies Under the Tip of the Iceberg

Es un detenido análisis de la investigación The Value of Curricular lntrospection, en que se incorpora la realimentación dada por diversos participantes nacionales y extranjeros en el CILAP 2007, a quienes se les expuso los resultados iniciales de esta investigación. El estudio surgió de la disparidad de criterios entre diversos actores del BEIC, de la ELCL, respecto a la pertinencia que para la enseñanza del inglés a niños en Costa Rica tienen los principios comunicativos denominados interacción, inmersión parcial y aprendizaje por experiencia. Así, mientras diseñadores de currículo y profesores del BEIC consideraban estos principios altamente eficaces, buena parte del estudiantado que realizaba la práctica docente pensaba lo contrario.A detailed analysis is provided here of the research project titled The Value of Curricular Introspection. It also includes the feedback given by the national and foreign participants in CILAP 2007, to whom this study was presented. The investigation emerged from the diverse opinions existing among BEIC-ELCL actors regarding the pertinence of interaction, partial immersion and experiential learning communicative principies for the teaching of English to children in Costa Rica. Thus, whereas BEIC curriculum designers and professors considered these principies to be highly effective, many student-teachers in that program believe just the opposite.

Teaching Communications, Cultures, Connections, Comparisons, and Communities with Multimedia: A University-Middle School Service-Learning Project

Se describe el uso de tecnología en forma de presentaciones de multimedia para facilitar la enseñanza de las Normas para el Aprendizaje de una Lengua Extranjera del Concilio Americano para la Enseñanza de Lenguas extranjeras. Las normas abarcan las comunicaciones, las culturas, las conexiones, las comparaciones y las comunidades. El estudiantado universitario aprende a crear, con multimedia, presentaciones sobre un tema cultural en la lengua meta. El componente de aprendizaje por servicio comunitario se fundamenta en las presentaciones creadas para estudiantes de colegio, quienes tienen acceso a las presentaciones en un sitio web de la universidad.A description is provided of how the use of technology in the form of multimedia presentations enhances the teaching of the Five C Standards for Foreign Language Learning of the American Council on the Teaching of Foreign Languages: communications, cultures, connections, comparisons, and communities. University students learn to create multimedia presentations on a cultural topic in the target language. The service-learning component provides the multimedia presentations for middle-school students who access them from the university website.

Factors Contributing to the Academic Performance of BEI Learners

Se analizan los factores que intervienen en el rendimiento académico de los estudiantes del Bachillerato en la Enseñanza del Inglés (BEI) de la Universidad Nacional (Costa Rica). El contexto universitario, el papel de los profesores, la motivación en los estudiantes y los hábitos de estudio son condiciones para fomentar el éxito académico. Según los resultados, los aprendientes necesitan ciertas características personales, motivación y metas para tener éxito en su trabajo académico. Este estudio de caso contribuye a una mejor percepción de los factores que influyen en el mejoramiento de las aptitudes de estudio y aprendizaje, así como los que intervienen en el logro de las metas académicas.This analysis refers to factors contributing to the academic performance of the students majoring in the teaching of English at the Universidad Nacional (Costa Rica). The university context, the professors' role, students' motivation and their study habits are conditions for fostering academic success. The findings indicate that learners need certain personality traits, motivation and goals to succeed in their academic work. This case study provides insight on the factors that influence the enhancement of study skills and leaming, as well as other factors that contribute to the accomplishment of academic goals.

Business Ethics: towards a map of emergent issues in Europe

[EN] The emergence of the sensitisation in business ethics creates a need to answer some questions. We have placed special attention in three areas: level of development, importance in each European country and the teaching of emergent issues in business ethics. In order to do this, we have selected the Delphi method, with the purpose of the consensus of the most important and relevant business ethics experts.

A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners

The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking dominant countries. However, for many ELLs, speaking, especially to Native English Speakers (NESs), causes considerable language anxiety, which in turn plays a vital role in hindering their language development and academic progress (Pichette, 2009; Woodrow, 2006). Task-based Language Teaching (TBLT), such as simulation activities, has long been viewed as an effective approach for second-language development. The current advances in technology and rapid emergence of Multi-User Virtual Environments (MUVEs) have provided an opportunity for educators to consider conducting simulations online for ELLs to practice speaking English to NESs. Yet to date, empirical research on the effects of MUVEs on ELLs’ language development and speaking is limited (Garcia-Ruiz, Edwards, & Aquino-Santos, 2007). This study used a true experimental treatment control group repeated measures design to compare the perceived speaking anxiety levels (as measured by an anxiety scale administered per simulation activity) of 11 ELLs (5 in the control group, 6 in the experimental group) when speaking to Native English Speakers (NESs) during 10 simulation activities. Simulations in the control group were done face-to-face, while those in the experimental group were done in the MUVE of Second Life. The results of the repeated measures ANOVA revealed after the Huynh-Feldt epsilon correction, demonstrated for both groups a significant decrease in anxiety levels over time from the first simulation to the tenth and final simulation. When comparing the two groups, the results revealed a statistically significant difference, with the experimental group demonstrating a greater anxiety reduction. These results suggests that language instructors should consider including face-to-face and MUVE simulations with ELLs paired with NESs as part of their language instruction. Future investigations should investigate the use of other multi-user virtual environments and/or measure other dimensions of the ELL/NES interactions.

Geographical literacy, attitudes, and experiences of freshman students: A qualitative study at Florida International University

The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. ^ In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. ^ The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. ^ The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge. ^ The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.^

Education for Sustainable Development in Norwegian Geography curricula

In Norway, environmental education (EE) has been part of schools’ curricula since the 1970s. The concept of education for sustainable development (ESD) was introduced after Agenda 21 was introduced at the UN conference on environment and development held in Rio in 1992. The article shows there has been little change in the geography curricula since the concept ESD was introduced, and no important differences are found between curricula for mandatory schooling (classes 1–10) and curricula for upper secondary schools. ESD is mentioned in the geography curricula but without explanation and implementation. Core goals in the general national core curricula may indicate a change to ESD, but they have not been followed in the development of geography curricula in Norway.

The Proceedings of the South Carolina Historical Association

Annually, the association publishes a journal, The Proceedings, which consists of papers presented at the annual meeting. Woodrow Wilson’s Pan-American Pact by Charles H. Carlisle Kiderlen-Waechter’s Policy in the Bosnian Crisis by C. Waldron Bolen The Teaching of High School History— A Point of View by Lucia Daniel South Carolina Cotton Mills and the Tillman Movement by Gustavus G. Williamson, Jr. The Problem of Negro Education in the South by E. Baskin Wright

NEW DATA ON THE CHRONOLOGY OF THE VALE DO FORNO SEDIMENTARY SEQUENCE (LOWER TAGUS RIVER TERRACE STAIRCASE) AND ITS RELEVANCE AS FLUVIAL ARCHIVE OF THE MIDDLE PLEISTOCENE IN WESTERN IBERIA

NEW DATA ON THE CHRONOLOGY OF THE VALE DO FORNO SEDIMENTARY SEQUENCE (LOWER TAGUS RIVER TERRACE STAIRCASE) AND ITS RELEVANCE AS FLUVIAL ARCHIVE OF THE MIDDLE PLEISTOCENE IN WESTERN IBERIA Pedro P. Cunha 1, António A. Martins 2, Jan-Pieter Buylaert 3,4, Andrew S. Murray 4, Luis Raposo 5, Paolo Mozzi 6, Martin Stokes 7 1 MARE - Marine and Environmental Sciences Centre, Department of Earth Sciences, University of Coimbra, Portugal: pcunha@dct.uc.pt 2 MARE - Marine and Environmental Sciences Centre, Dep. Geociências, University of Évora, Portugal; aam@uevora.pt 3 Centre for Nuclear Technologies, Technical University of Denmark, Risø Campus, Denmark; jabu@dtu.dk 4 Nordic Laboratory for Luminescence Dating, Aarhus University, Risø DTU, Denmark; anmu@dtu.dk 5 Museu Nacional de Arqueologia, Lisboa, Portugal; 3raposos@sapo.pt 6 Department of Geosciences, University of Padova, Italy; paolo.mozzi@unipd.it 7 School of Geography, Earth and Environmental Sciences, University of Plymouth, UK; m.stokes@plymouth.ac.uk The stratigraphic units that record the evolution of the Tagus River in Portugal (study area between Vila Velha de Ródão and Porto Alto villages; Fig. 1) have different sedimentary characteristics and lithic industries (Cunha et al., 2012): - a culminant sedimentary unit (the ancestral Tagus, before the drainage network entrenchment) – SLD13 (+142 to 262 m above river bed – a.r.b.; with probable age ca. 3,6 to 1,8 Ma), without artefacts; - T1 terrace (+84 to 180 m; ca. 1000? to 900 ka), without artefacts; - T2 terrace (+57 to 150 m; top deposits with a probable age ca. 600 ka), without artefacts; - T3 terrace (+43 to 113 m; ca. 460 to 360? ka), without artefacts; - T4 terrace (+26 to 55 m; ca. 335 a 155 ka), Lower Paleolithic (Acheulian) at basal and middle levels but early Middle Paleolithic at top levels; - T5 terrace (+5 to 34 m; 135 to 73 ka), Middle Paleolithic (Mousterian; Levallois technique); - T6 terrace (+3 to 14 m; 62 to 32 ka), late Middle Paleolithic (late Mousterian); - Carregueira Sands (aeolian sands) and colluvium (+3 a ca. 100 m; 32 to 12 ka), Upper Paleolithic to Epipaleolithic; - alluvial plain (+0 to 8 m; ca. 12 ka to present), Mesolithic and more recent industries. The differences in elevation (a.r.b.) of the several terrace staircases results from differential uplift due to active faults. Longitudinal correlation with the terrace levels indicates that a graded profile ca. 200 km long was achieved during terrace formation periods and a strong control by sea base level was determinant for terrace formation. The Neogene sedimentary units constituted the main source of sediments for the fluvial terraces (Fig. 2). Geomorphological mapping, coupled with lithostratigraphy, sedimentology and luminescence dating (quartz-OSL and K-feldspar post-IRIR290) were used in this study focused on the T4 terrace, which comprises a Lower Gravels (LG) unit and an Upper Sand (US) unit. The thick, coarse and dominantly massive gravels of the LG unit indicate deposition by a coarse bed-load braided river, with strong sediment supply, high gradient and fluvial competence, during conditions of rapidly rising sea level. Luminescence dating only provided minimum ages but it is probable that the LG unit corresponds to the earlier part of the MIS9 (ca. 335 to 325 ka), immediately postdating the incision promoted by the very low sea level (reaching ca. -140 m) during MIS10 (362 to 337 ka), a period of relatively cold climate conditions with weak vegetation cover on slopes and low sea level. Fig. 1. Main Portuguese reaches in which the Tagus River can be divided (Lower Tagus Basin): I – from the Spanish border to Arneiro (a general E–W trend, mainly consisting of polygonal segments); II – from Arneiro to Gavião (NE–SW); III – from Gavião to Arripiado (E–W); IV – from Arripiado to Vila Franca de Xira (NNE-SSW); V – from Vila Franca de Xira to the Atlantic shoreline. The faults considered to be the limit of the referred fluvial sectors are: F1 – Ponsul-Arneiro fault (WSW-ENE); F2 – Gavião fault (NW-SE); F3 – Ortiga fault (NW-SE); F4 – Vila Nova da Barquinha fault (W-E); F5 – Arripiado-Chamusca fault (NNE-SSW). 1 – estuary; 2 – terraces; 3 – faults; 4 – Tagus main channel. The main Iberian drainage basins are also represented (inset). The lower and middle parts of the US unit, comprising an alternation of clayish silts with paleosols and minor sands to the east (flood-plain deposits) and sand deposits to the west (channel belt), have a probable age of ca. 325 to 200 ka. This points to formation during MIS9 to MIS7, under conditions of high to medium sea levels and warm to mild conditions. The upper part of the US unit, dominated by sand facies and with OSL ages of ca. 200 to 154 ka, correlates with the early part of the MIS6. During this period, progradation resulted from climate deterioration and relative depletion of vegetation that promoted enhanced sediment production in the catchment, coupled with initiation of sea-level lowering that increased the longitudinal slope. The Vale do Forno and Vale da Atela archaeological sites (Alpiarça, central Portugal) document the earliest human occupation in the Lower Tagus River, well established in geomorphological and environmental terms, within the Middle Pleistocene. The Lower Palaeolithic sites were found on the T4 terrace (+26 m, a.r.b.). The oldest artefacts previously found in the LG unit, display crude bifacial forms that can be attributed to the Acheulian, with a probable age of ca. 335 to 325 ka. The T4 US unit has archaeological sites stratigraphically documenting successive phases of an evolved Acheulian, that probably date ca. 325 to 300 ka. Notably, these Lower Palaeolithic artisans were able to produce tools with different sophistication levels, simply by applying different strategies: more elaborated reduction sequences in case of bifaces and simple reduction sequences to obtain cleavers. Fig. 2. . Simplified geologic map of the Lower Tagus Cenozoic basin, adapted from the Carta Geológica de Portugal, 1/500000, 1992). The study area (comprising the Vale do Forno and Vale de Atela sites) is located on the more upstream sector of the Lower Tagus River reach IV, between Arripiado and Chamusca villages. 1 – alluvium (Holocene); 2 – terraces (Pleistocene); 3 – sands, silts and gravels (Paleogene to Pliocene); 4 – Sintra Massif (Cretaceous); 5 – limestones, marls, silts and sandstones (Mesozoic); 6 – quartzites (Ordovician); 7 – basement (Proterozoic to Palaeozoic); 8 – main fault. The main Portuguese reaches of the Tagus River are identified (I to V). The VF3 site (Milharós), containing a Final Acheulian industry, with fine and elaborated bifaces) found in a stratigraphic level located between the T4 terrace deposits and a colluvium associated with Late Pleistocene aeolian sands (32 to 12 ka), has an age younger than ca. 154 ka but much older than 32 ka. In the study area, the sedimentary units of the T4 terrace seem to record the river response to sea-level changes and climatically-driven fluctuations in sediment supply. REFERENCES Cunha P. P., Almeida N. A. C., Aubry T., Martins A. A., Murray A. S., Buylaert J.-P., Sohbati R., Raposo L., Rocha L., 2012, Records of human occupation from Pleistocene river terrace and aeolian sediments in the Arneiro depression (Lower Tejo River, central eastern Portugal). Geomorphology, vol. 165-166, pp. 78-90.

MAPAS COGNITIVOS APRENDIZAJES DESDE LA VIVENCIA ESPACIAL

El artículo integra los marcos teóricos de la Geografía de la Percepción y el aprendizaje significativo mediante una secuencia didáctica para la enseñanza de la cartografía en el curso Didáctica de los Estudios Sociales para educación Básica, de la carrera Diplomado en pedagogía con acento en I y II ciclos de la Educación general Básica, Universidad Nacional.  El objetivo general se centró en analizar la utilidad del mapa cognitivo en la enseñanza de la cartografía, para contrastar con otos métodos tradicionales.  Los resultados revelan que las configuraciones espaciales representadas en los mapas cognitivos se asemejan muy poco a las representaciones cartográficas convencionales, no obstante la metodología implementada produce aprendizaje significativoPalabras claves: Geografía de la Percepción-Aprendizaje significativo-Secuencia didáctica-Mapa cognitivo-Enseñanza de la cartografía.Abstract:The article comprises the theoretical frameworks of the Geography of Perception and significant learning by means of a didactic sequence for the teaching of cartography in the Didactic course of Social Studies for Basic education, the Diploma course of study in pedagogy with emphasis on cycles I and II of general Basic Education,  Universidad Nacional.  The general objective is focused on analyzing the usefulness of the cognitive map in the teaching of cartography in order to contrast it other traditional methods. The results reveal that the spatial configurations represented in the cognitive maps bear little resemblance to the conventional cartographic representations. Nevertheless, the methodology implemented produces significant learning.Key Words: Geography of Perception, significant learning, didactic sequence, cognitive map, cartography education, cartography.

Governamentalidade democrática e ensino de Filosofia no Brasil contemporâneo

This article takes the concepts of biopower and governmentality as the starting point for an analysis of certain recent Brazilian government documents about the introduction of Philosophy as a subject in secondary school. In the 1980s, this argument centered on Philosophy's so-called criticism and its potential for preparing citizens for a democratic society, was used by the movements aimed to restore democracy in Brazil. This argument appears to have been assimilated by the Brazilian government, because it is stated in the Guidelines and Bases of Education Law, secondary school students should demonstrate knowledge of philosophy necessary for the exercise of citizenship. The argument also appears in documents such as the PCN and PCN+ (National Curricular Parameters) and OCEM (Curriculum Guidelines for Secondary School) in their chapters on Philosophy. These documents are examined here in the light of governmentality, making explicit how Philosophy is equipped to train young people according to what is understood as a modern democratic society.

A COMPETÊNCIA LEXICAL DE ALUNOS UNIVERSITÁRIOS APRENDENDO A LER EM INGLÊS COMO LÍNGUA ESTRANGEIRA

This article presents a characterization of the lexical competence (vocabulary knowledge and use) of students learning to read in EFL in a public university in São Paulo state. Although vocabulary has been consistently cited as one of the EFL reader´s main source of difficulty, there is no data in the literature which shows the extent of the difficulties. The data for this study is part of a previous research, which investigates, from the perspective of an interactive model of reading, the relationship between lexical competence and EFL reading comprehension. Quantitative as well as qualitative data was considered. For this study, the quantitative data is the product of vocabulary tests of 49 subjects while the qualitative data comprises pause protocols of three subjects, with levels of reading ability ranging from good to poor, selected upon their performance in the quantitative study. A rich concept of vocabulary knowledge was adapted and used for the development of vocabulary tests and analysis of protocols. The results on both studies show, with a few exceptions, the lexical competence of the group to be vague and imprecise in two dimensions: quantitative (number of known words or vocabulary size) and qualitative (depth or width of this knowledge). Implications for the teaching of reading in a foreign context are discussed.