Integrating environmental education in primary school education in Tanzania : teachers’ perceptions and teaching practices

The study focuses on primary school teachers’ perceptions of environmental education, its integration into primary school education and teachers’ teaching practices in Tanzania. The thesis is based on empirical research. The theoretical underpinnings of the study are based on Palmer’s (1998) model of environmental education. According to the model, meaningful environmental education should include education about, in or through and for the environment. The study is supported by national and international literature from research done on environmental education and education for sustainable development and policy statements. The study is qualitative in nature, adopting phenomenography and phenomenology as points of departure. The empirical data was collected from four primary schools in Morogoro region in Tanzania. The study sample consisted of 31 primary school teachers. Data was collected through interviews and lesson observations. According to the results of the study, primary school teachers expressed variations in their perceptions of environmental education and education for sustainable development. Most of the teachers focused on the aspect of knowledge acquisition. According to Tanzanian education and training policy, environmental education has to be integrated into all subjects. Although there is environmental education in the primary school curriculum, it is not integrated on an equal footing in all subjects. Some subjects like science, social studies and geography have more environmental content than other subjects. Teachers claim that the approach used to integrate environmental education into the school curriculum was not favoured because many claimed that what is to be taught as environmental education in the various subjects is not shown clearly. As a result, many teachers suggested that to ensure that it is taught properly it should be included in the curriculum as an independent subject or as specific topics. The study revealed that teachers’ teaching practices in integrating environmental education varied from one subject to another. Although most of the teachers said that they used participatory methods, lesson observations showed that they limited themselves to question and answer and group discussion. However, the teachers faced a number of barriers in the teaching of environmental education, some of which include lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs.

Concepções de docentes em relação ao manual sobre violência intrafamiliar

INTRODUÇÃO: O Ministério da Saúde publicou o manual técnico Violência intrafamiliar: orientações para a prática em serviço como uma estratégia para identificar e intervir de forma adequada nas situações de violência intrafamiliar e preveni-las. OBJETIVOS: Identificar percepções, críticas e sugestões de docentes da saúde sobre esse manual. METODOLOGIA: Fez-se um estudo exploratório pautado na triangulação de métodos. Aplicou-se um questionário a uma amostra de conveniência de docentes de faculdades de Medicina e de Enfermagem das cidades do Rio de Janeiro e Cuiabá, com questões abertas e fechadas sobre as características e aplicabilidade do manual. RESULTADOS: O manual foi bem avaliado quanto às características e aplicabilidade. Contudo, a grande maioria dos docentes não o usa em suas aulas e considera seu conteúdo insuficiente para a formação do profissional em relação ao tema. Conclusão: Sugere-se usar este material em disciplinas oferecidas no início dos cursos da área da saúde, objetivando chamar a atenção dos graduandos para alguns aspectos epidemiológicos, clínicos e de prevenção da violência intrafamiliar, sem a pretensão de capacitá-los para o atendimento das vítimas.

Active teaching-learning methodologies: medical students' views of problem-based learning

The prevailing undergraduate medical training process still favors disconnection and professional distancing from social needs. The Brazilian Ministries of Education and Health, through the National Curriculum Guidelines, the Incentives Program for Changes in the Medical Curriculum (PROMED), and the National Program for Reorientation of Professional Training in Health (PRO-SAÚDE), promoted the stimulus for an effective connection between medical institutions and the Unified National Health System (SUS). In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO) established a teaching plan in 2005 using active methodologies, specifically problem-based learning (PBL). Research was conducted through semi-structured interviews with third-year undergraduate students at the UNIFESO Medical School. The results were categorized as proposed by Bardin's thematic analysis, with the purpose of verifying the students' impressions of the new curriculum. Active methodologies proved to be well-accepted by students, who defined them as exciting and inclusive of theory and practice in medical education.

Learning through role-playing games: an approach for active learning and teaching

This study evaluates the use of role-playing games (RPGs) as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group) or a lecture (lecture-based group) on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later), the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

Towards the Best A++ Rating Productivity of Research and Teaching in Finnish Universities

Tämän tutkimusraportin suomenkielinen versio on osoitteessa: http://urn.fi/URN:ISBN:978-951-29-4509-2

Diagnóstico das condições de saúde de trabalhadores envolvidos na atividade em extração manual de madeira

O objetivo deste trabalho foi diagnosticar as condições de saúde de trabalhadores florestais envolvidos na atividade de extração manual de madeira. O estudo foi desenvolvido em uma empresa prestadora de serviços na área florestal, com 12 trabalhadores que realizavam extração manual de madeira no mês de maio de 2006, correspondendo a 100% dos trabalhadores. Um questionário foi utilizado para o diagnóstico das condições de saúde dos indivíduos. Os dados foram analisados por meio do programa Epi Info, versão 3.3.2. Dos participantes do estudo, 100% eram do gênero masculino, 56% eram solteiros, 100% possuíam primeiro grau incompleto e casa própria - com relação à autoavaliação do estado de saúde - e 67% afirmaram ter boa saúde. Ao término do trabalho foi possível concluir que os trabalhadores florestais estão expostos a precárias condições de saúde e vida

Automatic and manual spray bar sections control

The use of precision farming tools in pesticide application technology can improve the techniques effectiveness during the spraying. Thus, this study aimed to compare automatic and manual systems to interrupt the syrup flow in the spray bar sections when applied in overlapped areas. The sprayings were carried out in eight places in completely randomized design. It was compared the spray consumption and the sprayed area in relation to the total area. The results indicated that in sprays performed with the automatic system there was an average savings of 17.2% of the sprayed volume. The sprayed area using the bar section's automatic control was an average 6.1% lower than the sprayed area with manual control.

Estudo comparativo experimental da estenose esofagogástrica nas suturas manual e mecânica

Vinte e oito porcos foram aleatoriamente separados em dois grupos de 14 animais (A e B). Operados, o diâmetro anatômico das respectivas cárdias foi moldado e medido por um balonete de látex distendido por injeção de alginato, seguida de seção esofagogástrica. As anastomoses do grupo "A" foram realizadas ponto a ponto com fio de poliglactina 910-"000" e as do "B"com grampeadores "ILS". Sete animais dos subgrupos "A1"e"B1" foram reoperados e estudados após sete dias e outros sete porcos, dos subgrupos "A 2" e "B 2", foram no 14º dia. As peças anatômicas foram macroscopicamente examinadas, submetidas à prova pressórica, histologicamente estudadas, e os moldes, identificados e aferidos. Realizou-se estudo comparativo, prospectivo e randomizado da diferença percentual média de estenose ("delta P"), obtida pela média dos diâmetros da cárdia antes e após sutura manual e mecânica. A análise estatística demonstrou insignificante variação na diferença de estenoses e dos tempos operatórios ("deltas Ps"). Na sutura manual, o "delta P" foi 25,44% no sétimo dia pós-operatório e 15,88% no 14º dia e na mecânica, os percentuais do grupo de sete e 14 dias, respectivamente, foram 22,80% e 23,04%. As estenoses não prejudicaram o trânsito alimentar esofagogástrico. Macroscopicamente não houve vazamentos em cavidade livre apesar da microscopia ter evidenciado deiscências parciais bloqueadas em três animais. As aderências foram mais incidentes no grupo de sutura manual e a má coaptação das bordas viscerais, em alguns grampeamentos, resultou em cicatrização fibrótica com estenose mais acentuada. A sutura manual causou maior reação flogística perianastomótica e o grampeamento comprometeu mais intensamente a mucosa e a neo-angiogenêse. O trabalho parece ter demonstrado que as suturas manual e mecânica, se não são ideais, são satisfatórias e de considerável qualidade quando realizadas com mínimo traumatismo, boa hemostasia, preservação do aporte sangüíneo, controle de infeção, escolha do fio ou do grampeador apropriado e a adequada coaptação das margens viscerais.

Estudo clínico comparativo entre anastomose colocólica com anel anastomótico biofragmentável e com sutura manual não absorvível

A anastomose com sutura é método consagrado, apresentando desvantagens teóricas representadas pelo trauma tecidual, edema e alteração da microcirculação. Além disso, o fio de sutura, sendo corpo estranho, determina reação inflamatória, propiciando a aderência e a proliferação de bactérias, assim como de células neoplásicas que seriam evitadas ao se usar método de anastomose sem sutura. A procura por método de anastomose em que não se utilizasse fio de sutura vem sendo realizada desde o início deste século. Com o advento das novas aquisições tecnológicas foi desenvolvido método de anastomose sem sutura através do anel biofragmentável. Esse anel sofre desintegração por hidrólise, sendo eliminado com a evacuação, não permanecendo corpo estranho na anastomose. Esse instrumento permite a realização de anastomose sem sutura, por meio da compressão das paredes intestinais justapostas. O objetivo desse estudo prospectivo e casualizado, foi o de comparar os resultados clínicos e endoscópicos de anastomoses colocólicas, eletivas e de baixo risco, realizadas com anel biofragmentável e com fio de sutura não absorvível. CASUÍSTICA E MÉTODOS: A casuística foi composta por 36 doentes, divididos em dois grupos de 18, que foram denominados Grupo I (anel biofragmentável ) e Grupo II (sutura com fio não absorvível ), constituídos de doentes comparáveis. RESULTADOS: Os parâmetros de avaliação do período intra-operatório, revelaram que a anastomose com anel biofragmentável despende menor tempo para sua realização. Não se detectou diferença estatisticamente significante entre os dois grupos com relação à incidência de complicações pós-operatórias, mortalidade e avaliação clínica ambulatorial. A incidência de deiscência anastomótica só ocorreu no Grupo I. A análise endoscópica da anastomose no período pós-operatório não demonstrou diferença quanto à perviedade, contratilidade, elasticidade e grau de epitelização. O Grupo II apresentou maior incidência de fio de sutura na anastomose em relação ao Grupo I sendo esta diferença estatística significante. CONCLUSÕES: O anel biofragmentável permite a realização de anastomose de colo mais rápida do que aquela realizada com fio de sutura. Este método de anastomose determinou, na análise global da complicações clínicas, resultados semelhantes ao uso de fio de sutura. O método de anastomose sem sutura apresentou o inconveniente de determinar maior incidência de deiscência anastomótica e como vantagem estabeleceu presença de corpo estranho na anastomose em menor porcentagem.

Thinking Outside the Box: Enhancing Science Teaching by Combining (Instead of Contrasting) Laboratory and Simulation Activities

The focus of the present work was on 10- to 12-year-old elementary school students’ conceptual learning outcomes in science in two specific inquiry-learning environments, laboratory and simulation. The main aim was to examine if it would be more beneficial to combine than contrast simulation and laboratory activities in science teaching. It was argued that the status quo where laboratories and simulations are seen as alternative or competing methods in science teaching is hardly an optimal solution to promote students’ learning and understanding in various science domains. It was hypothesized that it would make more sense and be more productive to combine laboratories and simulations. Several explanations and examples were provided to back up the hypothesis. In order to test whether learning with the combination of laboratory and simulation activities can result in better conceptual understanding in science than learning with laboratory or simulation activities alone, two experiments were conducted in the domain of electricity. In these experiments students constructed and studied electrical circuits in three different learning environments: laboratory (real circuits), simulation (virtual circuits), and simulation-laboratory combination (real and virtual circuits were used simultaneously). In order to measure and compare how these environments affected students’ conceptual understanding of circuits, a subject knowledge assessment questionnaire was administered before and after the experimentation. The results of the experiments were presented in four empirical studies. Three of the studies focused on learning outcomes between the conditions and one on learning processes. Study I analyzed learning outcomes from experiment I. The aim of the study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in teaching the concepts of simple electricity. Matched-trios were created based on the pre-test results of 66 elementary school students and divided randomly into a laboratory (real circuits), simulation (virtual circuits) and simulation-laboratory combination (real and virtual circuits simultaneously) conditions. In each condition students had 90 minutes to construct and study various circuits. The results showed that studying electrical circuits in the simulation–laboratory combination environment improved students’ conceptual understanding more than studying circuits in simulation and laboratory environments alone. Although there were no statistical differences between simulation and laboratory environments, the learning effect was more pronounced in the simulation condition where the students made clear progress during the intervention, whereas in the laboratory condition students’ conceptual understanding remained at an elementary level after the intervention. Study II analyzed learning outcomes from experiment II. The aim of the study was to investigate if and how learning outcomes in simulation and simulation-laboratory combination environments are mediated by implicit (only procedural guidance) and explicit (more structure and guidance for the discovery process) instruction in the context of simple DC circuits. Matched-quartets were created based on the pre-test results of 50 elementary school students and divided randomly into a simulation implicit (SI), simulation explicit (SE), combination implicit (CI) and combination explicit (CE) conditions. The results showed that when the students were working with the simulation alone, they were able to gain significantly greater amount of subject knowledge when they received metacognitive support (explicit instruction; SE) for the discovery process than when they received only procedural guidance (implicit instruction: SI). However, this additional scaffolding was not enough to reach the level of the students in the combination environment (CI and CE). A surprising finding in Study II was that instructional support had a different effect in the combination environment than in the simulation environment. In the combination environment explicit instruction (CE) did not seem to elicit much additional gain for students’ understanding of electric circuits compared to implicit instruction (CI). Instead, explicit instruction slowed down the inquiry process substantially in the combination environment. Study III analyzed from video data learning processes of those 50 students that participated in experiment II (cf. Study II above). The focus was on three specific learning processes: cognitive conflicts, self-explanations, and analogical encodings. The aim of the study was to find out possible explanations for the success of the combination condition in Experiments I and II. The video data provided clear evidence about the benefits of studying with the real and virtual circuits simultaneously (the combination conditions). Mostly the representations complemented each other, that is, one representation helped students to interpret and understand the outcomes they received from the other representation. However, there were also instances in which analogical encoding took place, that is, situations in which the slightly discrepant results between the representations ‘forced’ students to focus on those features that could be generalised across the two representations. No statistical differences were found in the amount of experienced cognitive conflicts and self-explanations between simulation and combination conditions, though in self-explanations there was a nascent trend in favour of the combination. There was also a clear tendency suggesting that explicit guidance increased the amount of self-explanations. Overall, the amount of cognitive conflicts and self-explanations was very low. The aim of the Study IV was twofold: the main aim was to provide an aggregated overview of the learning outcomes of experiments I and II; the secondary aim was to explore the relationship between the learning environments and students’ prior domain knowledge (low and high) in the experiments. Aggregated results of experiments I & II showed that on average, 91% of the students in the combination environment scored above the average of the laboratory environment, and 76% of them scored also above the average of the simulation environment. Seventy percent of the students in the simulation environment scored above the average of the laboratory environment. The results further showed that overall students seemed to benefit from combining simulations and laboratories regardless of their level of prior knowledge, that is, students with either low or high prior knowledge who studied circuits in the combination environment outperformed their counterparts who studied in the laboratory or simulation environment alone. The effect seemed to be slightly bigger among the students with low prior knowledge. However, more detailed inspection of the results showed that there were considerable differences between the experiments regarding how students with low and high prior knowledge benefitted from the combination: in Experiment I, especially students with low prior knowledge benefitted from the combination as compared to those students that used only the simulation, whereas in Experiment II, only students with high prior knowledge seemed to benefit from the combination relative to the simulation group. Regarding the differences between simulation and laboratory groups, the benefits of using a simulation seemed to be slightly higher among students with high prior knowledge. The results of the four empirical studies support the hypothesis concerning the benefits of using simulation along with laboratory activities to promote students’ conceptual understanding of electricity. It can be concluded that when teaching students about electricity, the students can gain better understanding when they have an opportunity to use the simulation and the real circuits in parallel than if they have only the real circuits or only a computer simulation available, even when the use of the simulation is supported with the explicit instruction. The outcomes of the empirical studies can be considered as the first unambiguous evidence on the (additional) benefits of combining laboratory and simulation activities in science education as compared to learning with laboratories and simulations alone.

Anastomose esôfago-jejunal látero-lateral com grampeador linear cortante complementada por sutura manual

One of the most difficult procedures in digestive-tract surgery is esophago-jejunal anastomosis following total gastrectomy. Cost/benefit analysis of this procedure justifies the use of mechanical staplers, in spite of their high cost. A technical variant of the side-to-side esophago-jejunal anastomosis is presented, which incorporates the use of a cutting linear stapler. Technical maneuvers are easy to perform, the cost of the cutting linear stapler is smaller than the circular ones, the amplitude of the anastomosis is wider and the likelihood of fistulae is smaller when compared to other techniques. The side-to-side esophago-jejunal anastomosis with the cutting linear stapler is always complemented by a manual suture.

Esofagojejunostomia após gastrectomia total: anastomose mecânica ou manual?

OBJETIVO: Os autores apresentam um estudo observacional, transversal, comparando a anastomose manual com a anastomose mecânica para reconstrução do trânsito digestivo em Y de Roux em pacientes submetidos à gastrectomia total para câncer gástrico. MÉTODOS: O estudo foi realizado no Hospital Governador Israel Pinheiro, no período de janeiro de 1997 a março de 2002. Um total de 40 pacientes neste período foram submetidos à gastrectomia total com reconstrução em Y de Roux. O Grupo I formado por 16 pacientes foi submetido à anastomose mecânica e o grupo II por 24 pacientes foi submetido à anastomose manual. Os dois grupos foram comparados quanto à incidência de complicações pós-operatórias, necessidade de re-operação, alta hospitalar e mortalidade per e pós-operatória. RESULTADOS: Quanto às complicações relacionadas à anastomose, fístula e abscesso intra-abdominal, elas ocorreram em nove pacientes do grupo com anastomose manual e em nenhum paciente no grupo com anastomose mecânica. (p= 0,006). A morbidade e a permanência hospitalar pós-operatória foram maiores no grupo submetido à sutura manual. Houve um óbito em cada grupo e 37% dos pacientes em cada grupo não apresentaram quaisquer tipos de complicações. CONCLUSÃO: Considerando a fístula e o abscesso intra-abdominal juntamente como complicações da anastomose esôfago-jejunal, os resultados deste estudo sugerem uma maior viabilidade da sutura mecânica.

Avaliação da anastomose esofagogástrica cervical com sutura mecânica e manual em pacientes com megaesôfago avançado

OBJETIVO: Avaliar as complicações da anastomose esofagogástrica cervical com sutura mecânica e manual. MÉTODOS: Foram estudados 30 pacientes com megaesôfago do grau III/IV submetidos a esofagectomia transmediastinal, com idade variável de 31 a 68 anos. A reconstrução do trânsito foi realizada pela transposição gástrica e com anastomose na região cervical, sendo os pacientes divididos em dois grupos: A) 15 pacientes - Sutura mecânica com o aparelho DHC 29 mm e B) 15 pacientes - Sutura manual em dois planos. RESULTADOS: Cinco pacientes (16,6%) apresentaram complicações clínicas conseqüentes à pneumonia com boa evolução clínica, sendo três pacientes do Grupo B e dois do A, sem significância estatística. Seis pacientes (20%) apresentavam deiscência da anastomose esofagogástrica cervical, sendo um (6,6%) do Grupo A e cinco (33,3%) do Grupo B, não sendo significante a diferença entre os grupos. Os cinco pacientes do Grupo B que apresentaram fístula da anastomose esofagogástrica cervical e três do Grupo A, um com fístula da anastomose e outros dois sem esta complicação, evoluíram com estenose da anastomose, sendo tratado com sucesso com dilatações endoscópicas. A avaliação estatística não evidenciou significância dessas complicações em relação aos grupos (A - 20%; B - 33,3%). Nenhum paciente evoluiu a óbito. CONCLUSÃO: Os resultados deste estudo demonstraram que a sutura mecânica é adequada por apresentar menor índice de deiscência da anastomose que a manual, mas sem significância, e com índice de estenose semelhante.

Kirja-arvosteluja : BSAVA manual of canine and feline ultrasonography

Kirjallisuusarvostelu