Investigação da origem biossint��tica de cromenos e cromanos em Piper aduncum e Peperomia obtusifolia (Piperaceae)

P��s-gradua����o em Qu��mica - IQ

A proposta de ensino por investigação e o processo de forma����o inicial de professores de ci��ncias: reflex��es sobre a constru����o de um modelo did��tico pessoal

P��s-gradua����o em Educa����o para a Ci��ncia - FC

Uma investigação sobre a utiliza����o de materiais did��ticos manipul��veis e a resolu����o de problemas no ensino e na aprendizagem de matem��tica dos anos iniciais do Ensino Fundamental

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Atividades pr��ticas no ensino de ci��ncias: saberes docentes e forma����o do professor

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Caracteriza����o das atividades produtivas realizadas pelos agricultores familiares do assentamento Alecrim, em Selv��ria-MS

P��s-gradua����o em Agronomia - FEIS

Educa����o financeira: uma possibilidade de ensino a partir dos cen��rios para investigação

This work presents a proposal for teaching financial mathematics to students from secondary school using mathematics investigation. This methodology is used for many researchers and this work follows the main ideas of Fonseca, Brunheira, and Ponte (1999) and Skovsmose (2000). With this methodology, we intend to develop activities that approximate real situations of daily life and we aim to help students to understand and make decisions about single commercial and finances negotiations. Such activities have open questions that provide students the opportunity to think about mathematical subjects like loans, financing and saving account. We show a short description of studies about the importance of financial education in secondary school and university. Our proposal is applied in Secondary School because we considering to use contents of this area in a very simple way, dealing with mathematical ideas in order to develop skills of critical analysis. We suggest a qualitative research with phenomenological approach, as a possibility analysis of collected data from this teaching proposal

Atividades explorat��rio-investigativas em sala de aula de c��lculo I com uso de tecnologia

This study presents the results from a qualitative resource, based on research-action methodology, which examined the innovate teaching practices implementations in the Calculus I during 2011 year. The analysis of collected data from three used sources ��� an initial questionnaire, an exploratory-investigative classroom, and an interview with some students at the end of the second semester ��� reveals that the students had appropriated of the technological recourses, using it as a tool to look for the knowledge. The investigative activities with the use of information technologies made the use of multiple representations in solving mathematical tasks, making the transition of numerical, algebraic and geometrical results possible for the students when they have looking for validation of their hypotheses and conjectures during mathematical problems solving. This works helped in the insertion of new practices in the discipline, and their results validate the proposal presented by the teacher, which is the discipline of Calculus use, whose character is strongly linked to the training content of the student, as a discipline whose can contributed to the pedagogical formation of the graduation student, leading him to know the Mathematical Education possibilities, specially the Mathematical Investigation - Solving Problems, in the outlook of dialogued classes where the teacher assumes the facilitator role and where the students become actives in their pursuit of knowledge

As dificuldades de implanta����o de atividades experimentais investigativas no ensino de Qu��mica

Dissatisfaction with certain aspects of the educational processes of the traditional teaching has always existed, and new teaching methods have been routinely studied. The experimental investigative activity is one of those alternative practices. In this type of activity the experimentation is inserted with an investigative approach, in which the student must build the concept, with proposals that represent solutions to the excited problems. In the teaching of chemistry, specifically, the need and importance of experimentation is evident, beyond motivate students, aid in the understanding of chemical concepts relating them to reality. Realizing the contributions of this methodology for teaching and learning, through this research was conducted to understand the difficulties encountered by teachers for planning and implementation of these activities in the teaching of chemistry and therefore the reasons for the dominance of traditional teaching method. The subjects were undergraduate students of chemistry course that developed and implemented differentiated learning activities for teaching and teachers who accompanied the high school students who participated in the university extension project Inclusion Science and University students and teachers from public: Teaching and Learning Chemistry focuses on research and practice���. Through the data it was possible to identify some factors that affect and hinder the implementation of experimental activities in general, not only the investigative. However, despite the difficulties experienced by undergraduates, the majority considered the activity as an alternative teaching method interesting and innovative, able to produce interest, motivation and participation of students with subsequent learning. As well as the teachers, what with all the difficulties that they had declared facing when applying experimental activities, they admitted the pedagogical... (Complete abstract click electronic access belo)

Investigação orientada e forma����o inicial de professores de qu��mica: um estudo com base em uma proposta de elabora����o de mini-cursos tem��ticos

The educational institutions need to rethink issues related to teacher training in order to seek personal construction of teaching. Oriented research has been identified as useful in the process of teacher training. Through research builds knowledge about the problems faced in teaching, producing the most effective methods. The aim of this paper is to verify the validity of the application of research activities in the form of short courses and themed play during the formation of licensees and the use and construction of knowledge of high school students who attended these short courses. This work is linked to training of undergraduates and implementation of different activities of teaching and learning for high school students. The oriented investigation was the methodology chosen for the development of activities in which, through the construction and implementation of the mini-courses Students are encouraged to participate in the construction of knowledge itself in activities that suggest the development and testing of hypotheses. The mini-courses are designed and implemented by teachers of the ninth and tenth terms of the degree in chemistry. Students of public schools were the privileged. Data were collected through observation and interview. In applying these mini-courses, associated with the daily, prospective teachers connected theory to practice, arousing the curiosity of students and leading them to raise issues related to the content of chemistry. Students showed interest in the construction of the content addressed. The student teachers sought to study different concepts and how to make them more attractive, causing the chemistry was associated with the phenomena of everyday life, including the problems faced when teaching and trying different possible solutions. Thus, there was an increase in interest in teaching and learning

Atividades investigativas no ensino da matem��tica financeira: as estrat��gias empregadas com uso de planilhas eletr��nicas

P��s-gradua����o em Educa����o Matem��tica - IGCE

Possibilidades de atividades de comunica����o emocional entre beb��s: um estudo �� luz da teoria hist��rico-cultural

P��s-gradua����o em Educa����o - FFC

Altera����es epigen��ticas do gene RASSF1 e investigação de modula����o gene-espec��fica por non-coding RNA em linhagens celulares derivadas de carcinomas mam��rios

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

As atividades circenses e a forma����o continuada de professores: an��lise de um processo

Circus activities have formed over the years as an important content to be exploited by the teachers in the school environment, and current projections, the inclusion of circus activities in physical education classes has been presented and defended by several authors. That being so, the objective was to offer a continuing education program thematising circus activities having as research focused on the analysis of this training process, as well as their implications, contributions, opportunities and challenges for teacher pedagogical practice. The research, qualitative, was developed in two phases: a questionnaire for physical education teachers working in public schools in order to highlight the reasons for the absence of most of the teachers in the training program. The second phase included the development of the continuing education program content circus activities in the continuing education of physical education teachers, the two teachers in the school environment, as well as analysis and reflection of teacher participation in the training program, described in daily class and daily meetings ending this step with a final interview. Participated in the study, 13 physical education teachers of the municipal school system of a city of S��o Paulo, of which only two teachers participated in the development of the training program in schools. The teachers manifestations through the questionnaire and participation in the training program showed that teachers make themselves available to participate in continuing education programs, however, the priorities of each teacher (such as family, leisure or other chores) can demarcate difficulties in establishing common to all teachers moments, preventing the effective participation of teachers within the continuing education programs. On the other hand, the school is set up as a rich space of experiences and exchanges of experience, contributing to the development of continuing education programs

O emprego da literatura na educa����o infantil: a investigação e interven����o com professores de pr��-escola

INTRODUCTION: The children's schools are expanded spaces of education and care for infants. The educator's role as mediator in learning is crucial to child development, and the use of children's books can act as an important methodological and pedagogical resource in this process. METHODS: This paper describes a psychoeducational intervention performed with the educators of a public pre-school with the following objectives: (a) register the collection of children's books of the school, (b) investigate the acquisition and use of children's books by the teachers and (c) offer an intervention to teachers regarding the educational use of children's books. The participants were seven educators who worked with children from 2 to 6 years old. RESULTS: The results indicate that among the 315 books in the school, the majority was about animal stories (75 books), fantasy and mystery (38), fairy tales and fables (34), formal learning (33), learning rules (33) and about nature and environment (22). The educators reported that the choice of books was made mainly considering the age group to which the books were directed, and also from the themes found in texts and/ or illustrations. Although the teachers believe that the books can encourage reading among children, they don't describe their use in planned activities and they report lack of knowledge about their use. CONCLUSION: The proposed intervention to the teachers allowed them to rethink the use of books in pre-school, instructing them to the utilization of the books aiming to stimulate the imagination and creativity, improving the critical and reflexive capability of the children.

O processo de aprendizagem em pr��ticas de ensino por investigação: interpreta����es a partir da abordagem fenomenol��gica e semi��tica social

P��s-gradua����o em Educa����o para a Ci��ncia - FC