A utiliza����o de s��lidos geom��tricos com alunos do ensino fundamental

This research analyzed if the interactions between teacher and student, and among students, with the use of manipulative materials in the Mathematics teaching in a middle school class and provided the comprehension of the subjects worked. The analysis of the results was based in Vygotsky���s socio-historical theory, that prioritizes the interactions in learning-teaching process. The results of this research showed that these interactions mediated by the use of such materials provide the student with the motivation needed to take part in the math classes as an active actor in his development process, as well as understanding the concepts

O desenvolvimento de habilidades argumentativas no ensino m��dio: perspectiva a partir de um minicurso investigativo com base na hist��ria da ci��ncia

The performance of investigative activities with lessons in teaching Science and Chemistry has promoted meaningful learning of scientific knowledge. This study aimed to develop the links between higher education for research and skills argumentative, aimed at building the scientific concept on combustion of the candle in a closed container, for students from two classes of 3rd year of high school, two city schools Bauru, S��o Paulo. We decided to do a short course investigative, to respond argumentative skills which are developed during the minicourse using investigative activities, knowledge from the history and philosophy of science. The results were gathered from analysis of video recordings of episodes of the short course in both the groups, to produce a higher rate of use of argumentative skill, which were classified into categories according to the prior knowledge of the subject, 'factual knowledge' , 'understanding of concepts' and 'reasoning and analysis.' From the information obtained, it was found that both the teachers and the students were consistent in their actions, and that the activity of reasoning is key to learning. Thus, one can realize that knowledge is not acquired all at the same time, each individual depends on the mediation of the teacher in order to reach different design more appropriate teaching and investigative linked with the argument can be the key tool to acquire this knowledge

A no����o de campo el��trico: reflex��es de uma futura professora sobre o processo de ensino

This work offers an overview about didactic reflections in the introduction of the electrical field concept in Physics Teaching activities aimed to the High School by means of a teaching methodology based in a low cost experiment (FERREIRA E RAMOS, 2008). We analyzed the particular use of an experiment named electrostatic vector and its use in the teaching of the line force ideas, proposed by Faraday in 19th century. In the frame of this work we analyzed how this unconventional approach differs of the methodology generally presented in the didactic textbooks. We discussed that the use of low cost experiments, will not cause the student to learn, but the work of the teacher, offering an interaction between the student and the electrostatic vector, play an important role in the classroom

Experimentos de baixo custo para o ensino de eletrost��tica no n��vel fundamental

The experimentation in the teaching of physics has been extensively studied over the years because of its potential as a tool demonstration of physics phenomena studied in classroom. In such a perspective view of the action of apprentice student involving teaching future teachers of physics, under the Program PIBID CAPES, developed since 2009, seeks ways to improve the teaching of physics experiments using the theme chosen for the electrostatic work was . In this particular work, we report the development of the project in a State School located in the city of Rio Claro, in two rooms in the 9th grade in elementary school. It is planned with the activities of teaching physics at this level of education, look at how two different ways of displaying the contents of electrostatics in a playful way for elementary students and implement a library of experiments so that students can take the experiments to their homes

Perfil epidemiol��gico dos pacientes internados na unidade de tratamento de queimaduras do Hospital Estadual de Bauru

Burns are frequent accidents, and they are among the major causes of morbidity and mortality in our society. In Brazil, statistical data on such lesions are relatively scarce, and they are concentrated in a few treatment centers. Data on such accidents allow for specific care to be timely and properly taken in order to provide patients with a better prognosis, in addition to enabling the development of prevention programs as well as fire-prevention safety laws. To characterize the epidemiological profile of users at the Burn Treatment Unit of Bauru State Hospital. Collection of epidemiological data through the e-pront system and from charts of burned inpatients from April 2005 to April 2010. During the studied period, 906 hospitalizations of burned patients occurred, with an annual average of 181.2 individuals. Their mean age was 28.4 years, with a predominance of males. The mean hospitalization period was of 27.6 days, with a median of 16 days and a maximum of 216 days; 14.7% developed to death, with the highest mortality rate in the first two weeks of hospitalization. Second-degree burns were the most frequent; 36.8% of the patients burned less than 10% of their body surface, and there was a gradual frequency reduction when a larger burned surface was taken into account; the greater the affected areas, the higher the number of deaths; 91% resulted from thermal agents, 6% from electric and 2% from chemical agents; scalding was the major cause among all agents, followed by alcohol associated with fire and direct flame. The major area affected areas were the upper limbs. The study shows the need for educational and preventive measures, particularly for the young adult population, by means of educational programs and prevention campaigns

Matem��tica comercial e financeira com a utiliza����o de recursos digitais: uma experi��ncia no ensino m��dio

This work aimed to investigate the possible contributions of the use of digital resources in the teaching and learning process of Commercial and Financial Mathematics concepts to high school students. Its development has included a survey of some researches on the topic as well as an experimental study of a qualitative type, in which the Webquest was used as methodology. It uses the computer, more precisely the internet resources, to assist students in building up knowledge. Eight meetings were held, in the after-school period, with a group of students of the second year of high school at a state public school in the city of Guaratinguet��. Aiming to evaluate the knowledge that students had about the theme, it was applied a diagnosis at first glance for further analysis and development of activities and interventions according to the students��� answers. Once the research data was analyzed, it was noted that the students had little knowledge regarding the basic contents of Commercial and Financial Mathematics, in addition to presenting difficulties in handling some of the digital resources used in the meetings. Nonetheless, from the students��� works, it was seen significant advances in understanding and building up knowledge on concepts such as percentage, simple and compound interest, savings, and sales involving prompt payment or in arrears

As atividades experimentais no ensino de f��sica

This work was developed from a literature search in order to provide teachers of physics theoretical and methodological requirements for the use of experimentation in physics teaching, with the aim of contributing to the teaching practice of these teachers and, consequently, for improving teaching this discipline. Therefore, to deal in the course of this research, the goals and types of practical activities, new information and communication technologies that fit the experimental approaches and the role of the teacher in this context, specifying the variables that influence and relate with experimental activities. Studies are presented on the methodology and planning of experimental activities to draw attention to the teacher and the important issues relevant to the preparation of these activities as, for example, the proposed objectives and types of discourse and existing approaches for the conduct of practical activities. In this sense, the trend is highlighted for walks where the approach of practical activities, within the context of practices interactionist and are pointed out strengths and weaknesses of different types of activities presented. We also highlight aspects of the learning process associated with some theoretical reference that are on that subject, as Piaget, Vigotski and Ausubel, so that the teacher can apply the concepts in their theories worked in the practical lessons of physics

Espa��o geogr��fico e educa����o: um estudo sobre o lugar do Conselho de Escola

In this text, the results of our research on the geographic location and establishing relationships with the School Council. We consider some legal aspects added to the evidence gathered in our experience to check how much the School Council is constituted as a non-state public place. The possibility of setting up this feature to see a meaning whose strength lies precisely in a healthy tension between the state and established community. Here is the legislation of the School Council of Suzano (SP) and some aspects of our experience from the practice of teaching at a school in Rio das Pedras (SP). We see the nature of the legal meaning assigned to this place from the study of law, considering the municipal, regional and federal levels. In the sphere of Geography use the concepts of Space, Place and City, as issues that are dear to that science. We used the concept of Topofilia to see if this particular place is the development of an individual's sense of belonging, and how it unfolds in the dynamic implications of the operation of this instrument of popular participation in the formulation of public policy education. We discussed the elements observed in these experiments to think about the composition of living environments in urban daily life

Reflex��es sobre a pr��tica pedag��gica nas atividades de ensino: monitoria, no ensino m��dio em escola particular e estadual em Rio Claro

The difficulties related to physics teaching are related to methodology, that hinder learning, because some physical concepts beyond the common sense of most students. Just as poor training of some physics instructors in teaching is pedagogical difficulties. And also factors of infrastructure, heterogeneity in students' previous training etc.. It is proposed aim of this work to use reflection of teaching practice as a methodology. Practiced in a private school, mostly state and, in high school in Rio Claro. The method consists of preparing a daily pedagogical practice in parallel to the development of teaching, for analysis and identification of factors that result in improving the teaching of physics and physics teacher qualification

Efeitos da experimenta����o no cotidiano letivo no ensino m��dio

In this work, it was studied the effects of the experimentation in the physics teaching. Beginning from the theoretic reference and discussions, the objective was prove the efficiency of researches of this nature related to two main aspects of a class: The aroused interest in the students and the facilitating action on the understanding of the theory. For such objective, using the comparison, it was chosen two distinct classes, but the more similar possible, so that, in one of them, it was showed a tradition class, lectures and in another, a class using experimentation to contemplate the theory. To manage a way to rate these aspects, it was made a conceptual questionnaire, requiring only concepts rather than mathematics and equations, besides specific interviews to rate the opinion of the student related to each method. The observations in classes and of the reactions of the students also were of a big value to analysis. After the experimental class completed, it may analyze and conclude some positive points related to experimental methods: As for the opinion of the students, the approval was big, and the majority opined to this class as being ���more interesting���. On the point of view of learning, it had a sensitive improvement of grades, but with more mature answers, deep and autonomous, if looking at a general vision

Um estudo sobre a implementa���� odo programa etnomatem��tica no contexto escolar

This research aims to present the Ethnomathematics Program, created by D'Ambrosio (1984), as a proposal for the teaching of mathematics, making it contextualized, meaningful and a program able to form critical and creative citizens, capable of transform reality. By presenting from Ethnomathematics perspective the conception of the activities, scholar curriculum and current evaluation system, a possibility of innovation on nowadays education system is opened, a system that is characterized by D'Ambrosio as obsolete. For the implementation of this proposal, a change on the teacher's attitude appears as necessary, a new attitude that makes active interferences during the learning process, and uses previous knowledge acquired by the student throughout their experiences as a starting point on teaching process. The approach between Ethnomathematics perspective and Mathematics Program provides a better opportunity for the students to construct mathematical knowledge. It is important to emphasize that the Ethnomathematics is as an interdisciplinary as a transdisciplinary program, which means that the Program is not restricted just for education and development of mathematics

Avalia����o do impacto do material did��tico proposto pela Secretaria de Ensino do estado de S��o Paulo para a disciplina de Educa����o F��sica

No ano de 2008, a Secretaria do Estado de S��o Paulo prop��s para todas as escolas estaduais o uso do material did��tico para todas as disciplinas, inclusive para a educa����o f��sica, com proposta de atividade para o Ensino Fundamental e o Ensino M��dio. Nas aulas de educa����o f��sica encontram-se professores rola bola, que oferecem a bola aos alunos e n��o se preocupam com qualquer tipo de interven����o. Tamb��m, encontrams-se professores que procuram ampliar os conhecimentos dos alunos, aprofundando os conte��dos de educa����o f��sica. Com base nisso, o objetivo deste trabalho foi avaliar o impacto do material did��tico na opini��o dos professores do 8�� ano do Ensino Fundamental. Para tanto, foram realizadas entrevistas com cinco professores, que utilizam o material did��tico proposto pela Secretaria do Estado de S��o Paulo. Ap��s a an��lise dos dados, verificou-se que os professores apresentam a mesma opini��o no que diz respeito ao que se deve mudar no material did��tico; dois professores acreditam que �� poss��vel aplicar o material na ��ntegra. Alguns professores afirmaram que ��s vezes �� necess��ria a ajuda dos alunos na realiza����o de algumas atividades. Outros concordam que o material chega quase sempre atrasado e isso prejudica o planejamento, atrasando o desenvolvimento dos conte��dos.

O ensino e a surpresa: experimentos surpreendentes e suas possibilidades no ensino de F��sica

Some experiments in Physics teaching have an amazing effect among the students, that is, generally be characterized by counteracting the initial expectations of students. This characteristic may contribute to the emergence of learning situations extremely promising. However, the privilege, by the teacher, the description of certain results shortens the involvement that the student could establish on teaching situations favor a more careful observation that can be done. We discuss in this paper, the that surprise may be manifested in the student on an experimental demonstration and its ability to mobilize the interest and curiosity of this student. We intend to observe the pedagogic value that represents the amazing effect such in situations of teaching and learning, particularly for the Teaching of Physics, as well as the possibilities for educational approaches.Through an extensive analysis of several authors who address about experimental learning activities, Epistemology of Science and Education, we found some results that lead us to understand some of the possibilities that the surprise element can propose. We describe a demonstration activity that we consider amazingly from our point of view and that was realized in a regular classroom in a of Rio Claro Public High School in the year of 2011

O uso de experimentos did��ticos como ferramenta para o ensino de f��sica nos anos iniciais da educa����o b��sica

When it comes to teaching physics in the early years of elementary school, the first question is: but there are opportunities to teach concepts to children of such complexity? This study sought to examine approaches and strategies to enter the Basic Education in Physics. To this end, we used low cost materials testing, taking as its starting point the work of Ferreira (1978) instrumentation for Teaching Physics, particularly with the theme electrostatics. The present study was made from the use of prototypes developed with the materials cited. Observations were made in the classroom looking for, from the records of teaching, analyzing the behavior of children and their arguments, possibilities for Physics Teaching this age group as well as some evidence of their cognitive development. In teaching discussions were held with students of the early years of elementary school involving conceptual and phenomenological aspects, adapting such knowledge at the level of logical and mathematical thinking that was still under development. The work shows that it is possible to work on electrostatic physical concepts with children belonging to the age group of nine to ten years. With the support of the group Pibid Physics city of Rio Claro, I realize my observations and practices at the Municipal School Marcelo Schmidt, which proved to be available and open for acceptance of this proposal

Aprendizagem dos alunos de 5�� ano do ensino fundamental em aritm��tica e suas dificuldades na resolu����o de problemas com estrutura multiplicativa

The topic in this work involving the resolution of problems with structure multiplicativa emerged from discussions carried out on the difficulties encountered by students of the first cycle of the Fundamental School in Mathematics, mainly in respect of the arithmetic. The research had as objective to investigate the main difficulties presented by these students when they are faced with a task for a resolution of problems with multiplicativa structure. Were participants, in the first stage of the study, 20 students of the fifth year of the Fundamental School of a state school of public education of the State of Sao Paulo. These students have an assessment containing ten problems with structure multiplicativa answered a questionnaire regarding of mathematics. In the second stage, were selected two students to participate in the think aloud. The data analysis showed that the difficulties presented by the participants were: 1- difficulty to read and interpret the set of problems; 2- select the operation correct; 3- to operate correctly; 4 ��� Trouble writing