O que pensam os professores sobre a função da aula expositiva para a aprendizagem significativa

Professores são convidados a introduzir uma aula expositiva numa sequência didática planejada. Os professores tiveram bastante dificuldade para localizar a atividade dentro do que concebiam sobre ensino e aprendizagem significativa. Diante da tarefa proposta, procuraram sistematizar os conteúdos anteriormente desenvolvidos na sala de aula, atribuindo novo sentido à estratégia, sem abandonar a importância de ouvir o aluno e de articular adequadamente os conceitos. A aula expositiva de cada um foi ressignificada, aparecendo com posição definida na sequência pedagógica e com conteúdo significativo em relação ao nível de conhecimento do aprendiz. A conclusão fundamental foi que, mesmo sem ser explícito, era possível haver diálogo entre os saberes do professor e dos alunos, o que parece ter ocorrido também com os professores enquanto aprendizes no programa de formação.

SAÚDE MENTAL EM SALA DE AULA: A PERCEPÇÃO DE PROFESSORES UNIVERSITÁRIOS

A presente dissertação de mestrado aborda a percepção de professores universitários a respeito da Saúde Mental no contexto da sala de aula. O objetivo geral do trabalho é compreender como o professor universitário percebe e lida com a sua saúde mental e a dos seus alunos em sala de aula. O autor utiliza as entrevistas de um total de 11 professores de primeiro e segundo semestres dos cursos de fisioterapia, jornalismo e sistemas de informação da Universidade Metodista de São Paulo - UMESP. Com base no método da Ground Theory, são realizadas as codificações aberta, axial e seletiva dos dados que por final são agrupados em nove categorias, sendo essas: percepção da saúde mental dos professores; percepção da saúde mental dos alunos; manejo da saúde mental do professor; manejo da saúde mental dos alunos; conceito de saúde; conceito de promoção da saúde; contextos promotores da saúde; contextos não promotores da saúde e manejo de alunos geradores de desconforto. O fenômeno central levantado a partir dos dados observado indica uma prática solitária, onde o professor considera apenas seus recursos psicológicos, seus valores e crenças pessoais como instrumentos para lidar com as adversidades emergentes em sala de aula. Observase também uma super valorização da aula expositiva e da cultura do dar aula, práticas que não estimulam uma participação mais democrática, autônoma e ativa por parte dos alunos. Nesse ambiente, o aluno surge como o maior problema à prática docente, na medida em que com sua imaturidade e conflitos inerentes a adolescência não permite que o professor transmita os conteúdos planejados sendo este motivo de frustrações e desmotivação no trabalho. A falta de um espaço institucional onde os professores possam trocar experiências, expor suas angústias e buscar apoio psicológico denuncia o distanciamento dos docentes das demais instâncias da instituição. A sala de aula também não é entendida pelos docentes como um espaço possível para a promoção da saúde, sendo esta compreendida mais como uma disciplina do que um conjunto de ações e práticas passíveis de serem aplicadas e incentivadas em sala de aula.(AU)

SAÚDE MENTAL EM SALA DE AULA: A PERCEPÇÃO DE PROFESSORES UNIVERSITÁRIOS

A presente dissertação de mestrado aborda a percepção de professores universitários a respeito da Saúde Mental no contexto da sala de aula. O objetivo geral do trabalho é compreender como o professor universitário percebe e lida com a sua saúde mental e a dos seus alunos em sala de aula. O autor utiliza as entrevistas de um total de 11 professores de primeiro e segundo semestres dos cursos de fisioterapia, jornalismo e sistemas de informação da Universidade Metodista de São Paulo - UMESP. Com base no método da Ground Theory, são realizadas as codificações aberta, axial e seletiva dos dados que por final são agrupados em nove categorias, sendo essas: percepção da saúde mental dos professores; percepção da saúde mental dos alunos; manejo da saúde mental do professor; manejo da saúde mental dos alunos; conceito de saúde; conceito de promoção da saúde; contextos promotores da saúde; contextos não promotores da saúde e manejo de alunos geradores de desconforto. O fenômeno central levantado a partir dos dados observado indica uma prática solitária, onde o professor considera apenas seus recursos psicológicos, seus valores e crenças pessoais como instrumentos para lidar com as adversidades emergentes em sala de aula. Observase também uma super valorização da aula expositiva e da cultura do dar aula, práticas que não estimulam uma participação mais democrática, autônoma e ativa por parte dos alunos. Nesse ambiente, o aluno surge como o maior problema à prática docente, na medida em que com sua imaturidade e conflitos inerentes a adolescência não permite que o professor transmita os conteúdos planejados sendo este motivo de frustrações e desmotivação no trabalho. A falta de um espaço institucional onde os professores possam trocar experiências, expor suas angústias e buscar apoio psicológico denuncia o distanciamento dos docentes das demais instâncias da instituição. A sala de aula também não é entendida pelos docentes como um espaço possível para a promoção da saúde, sendo esta compreendida mais como uma disciplina do que um conjunto de ações e práticas passíveis de serem aplicadas e incentivadas em sala de aula.(AU)

SAÚDE MENTAL EM SALA DE AULA: A PERCEPÇÃO DE PROFESSORES UNIVERSITÁRIOS

A presente dissertação de mestrado aborda a percepção de professores universitários a respeito da Saúde Mental no contexto da sala de aula. O objetivo geral do trabalho é compreender como o professor universitário percebe e lida com a sua saúde mental e a dos seus alunos em sala de aula. O autor utiliza as entrevistas de um total de 11 professores de primeiro e segundo semestres dos cursos de fisioterapia, jornalismo e sistemas de informação da Universidade Metodista de São Paulo - UMESP. Com base no método da Ground Theory, são realizadas as codificações aberta, axial e seletiva dos dados que por final são agrupados em nove categorias, sendo essas: percepção da saúde mental dos professores; percepção da saúde mental dos alunos; manejo da saúde mental do professor; manejo da saúde mental dos alunos; conceito de saúde; conceito de promoção da saúde; contextos promotores da saúde; contextos não promotores da saúde e manejo de alunos geradores de desconforto. O fenômeno central levantado a partir dos dados observado indica uma prática solitária, onde o professor considera apenas seus recursos psicológicos, seus valores e crenças pessoais como instrumentos para lidar com as adversidades emergentes em sala de aula. Observase também uma super valorização da aula expositiva e da cultura do dar aula, práticas que não estimulam uma participação mais democrática, autônoma e ativa por parte dos alunos. Nesse ambiente, o aluno surge como o maior problema à prática docente, na medida em que com sua imaturidade e conflitos inerentes a adolescência não permite que o professor transmita os conteúdos planejados sendo este motivo de frustrações e desmotivação no trabalho. A falta de um espaço institucional onde os professores possam trocar experiências, expor suas angústias e buscar apoio psicológico denuncia o distanciamento dos docentes das demais instâncias da instituição. A sala de aula também não é entendida pelos docentes como um espaço possível para a promoção da saúde, sendo esta compreendida mais como uma disciplina do que um conjunto de ações e práticas passíveis de serem aplicadas e incentivadas em sala de aula.(AU)

Out-of-class programed instruction compared with conventional homework assignments in teaching expository writing in freshman English

"The research ... was supported by the cooperative research program of the [U.S.] Office of Education."

A Jaworskian analysis of four senior class primary teachers endeavouring to teach mathematics from a constructivist-compatible perspective

A constructivist philosophy underlies the Irish primary mathematics curriculum. As constructivism is a theory of learning its implications for teaching need to be addressed. This study explores the experiences of four senior class primary teachers as they endeavour to teach mathematics from a constructivist-compatible perspective with primary school children in Ireland over a school-year period. Such a perspective implies that children should take ownership of their learning while working in groups on tasks which challenge them at their zone of proximal development. The key question on which the research is based is: to what extent will an exposure to constructivism and its implications for the classroom impact on teaching practices within the senior primary mathematics classroom in both the short and longer term? Although several perspectives on constructivism have evolved (von Glaserfeld (1995), Cobb and Yackel (1996), Ernest (1991,1998)), it is the synthesis of the emergent perspective which becomes pivotal to the Irish primary mathematics curriculum. Tracking the development of four primary teachers in a professional learning initiative involving constructivist-compatible approaches necessitated the use of Borko’s (2004) Phase 1 research methodology to account for the evolution in teachers’ understanding of constructivism. Teachers’ and pupils’ viewpoints were recorded using both audio and video technology. Teachers were interviewed at the beginning and end of the project and also one year on to ascertain how their views had evolved. Pupils were interviewed at the end of the project only. The data were analysed from a Jaworskian perspective i.e. using the categories of her Teaching Triad of management of learning, mathematical challenge and sensitivity to students. Management of learning concerns how the teacher organises her classroom to maximise learning opportunities for pupils. Mathematical challenge is reminiscent of the Vygotskian (1978) construct of the zone of proximal development. Sensitivity to students involves a consciousness on the part of the teacher as to how pupils are progressing with a mathematical task and whether or not to intervene to scaffold their learning. Through this analysis a synthesis of the teachers’ interpretations of constructivist philosophy with concomitant implications for theory, policy and practice emerges. The study identifies strategies for teachers wishing to adopt a constructivist-compatible approach to their work. Like O’Shea (2009) it also highlights the likely difficulties to be experienced by such teachers as they move from utilising teacher-dominated methods of teaching mathematics to ones in which pupils have more ownership over their learning.

A comparison of the effects of social constructivist and traditional approaches to teaching on students' attitude and achievement in high school chemistry

Current views of the nature of knowledge and of learning suggest that instructional approaches in science education pay closer attention to how students learn rather than on teaching. This study examined the use of approaches to teaching science based on two contrasting perspectives in learning, social constructivist and traditional, and the effects they have on students' attitudes and achievement. Four categories of attitudes were measured using the Upper Secondary Attitude Questionnaire: Attitude towards school, towards the importance of science, towards science as a career, and towards science as a subject in school. Achievement was measured by average class grades and also with a researcher/teacher constructed 30-item test that involved three sub-scales of items based on knowledge, and applications involving near-transfer and far-transfer of concepts. The sample consisted of 202 students in nine intact classrooms in chemistry at a large high school in Miami, Florida, and involved two teachers. Results were analyzed using a two-way analysis of covariance (ANCOVA) with a pretest in attitude as the covariate for attitudes and prior achievement as the covariate for achievement. A comparison of the adjusted mean scores was made between the two groups and between females and males. ^ With constructivist-based teaching, students showed more favorable attitude towards science as a subject, obtained significantly higher scores in class achievement, total achievement and achievement on the knowledge sub-scale of the knowledge and application test. Students in the traditional group showed more favorable attitude towards school. Females showed significantly more positive attitude towards the importance of science and obtained significantly higher scores in class achievement. No significant interaction effects were obtained for method of instruction by gender. ^ This study lends some support to the view that constructivist-based approaches to teaching science is a viable alternative to traditional modes of teaching. It is suggested that in science education, more consideration be given to those aspects of classroom teaching that foster closer coordination between social influences and individual learning. ^

The relationship between scaffolding metacognitive strategies identified through dialogue journals and second graders' reading comprehension, science achievement, and metacognition using expository text

Poor informational reading and writing skills in early grades and the need to provide students more experience with informational text have been identified by research as areas of concern. Wilkinson and Son (2011) support future research in dialogic approaches to investigate the impact dialogic teaching has on comprehension. This study (N = 39) examined the gains in reading comprehension, science achievement, and metacognitive functioning of individual second grade students interacting with instructors using dialogue journals alongside their textbook. The 38 week study consisted of two instructional phases, and three assessment points. After a period of oral metacognitive strategies, one class formed the treatment group (n=17), consisting of two teachers following the co-teaching method, and two classes formed the comparison group ( n=22). The dialogue journal intervention for the treatment group embraced the transactional theory of instruction through the use of dialogic interaction between teachers and students. Students took notes on the assigned lesson after an oral discussion. Teachers responded to students' entries with scaffolding using reading strategies (prior knowledge, skim, slow down, mental integration, and diagrams) modeled after Schraw's (1998) strategy evaluation matrix, to enhance students' comprehension. The comparison group utilized text-based, teacher-led whole group discussion. Data were collected using different measures: (a) Florida Assessments for Instruction in Reading (FAIR) Broad Diagnostic Inventory; (b) Scott Foresman end of chapter tests; (c) Metacomprehension Strategy Index (Schmitt, 1990); and (d) researcher-made metacognitive scaffolding rubric. Statistical analyses were performed using paired sample t-tests, regression analysis of covariance, and two way analysis of covariance. Findings from the study revealed that experimental participants performed significantly better on the linear combination of reading comprehension, science achievement, and metacognitive function, than their comparison group counterparts while controlling for pretest scores. Overall, results from the study established that teacher scaffolding using metacognitive strategies can potentially develop students' reading comprehension, science achievement, and metacognitive awareness. This suggests that early childhood students gain from the integration of reading and writing when using authentic materials (science textbooks) in science classrooms. A replication of this study with more students across more schools, and different grade levels would improve the generalizability of these results.

Early treatment of Class III malocclusion: 10-year clinical follow-up

Angle Class III malocclusion has been a challenge for researchers concerning diagnosis, prognosis and treatment. It has a prevalence of 5% in the Brazilian population, and may have a genetic or environmental etiology. This malocclusion can be classified as dentoalveolar, skeletal or functional, which will determine the prognosis. Considering these topics, the aim of this study was to describe and discuss a clinical case with functional Class III malocclusion treated by a two-stage approach (interceptive and corrective), with a long-term follow-up. In this case, the patient was treated with a chincup and an Eschler arch, used simultaneously during 14 months, followed by corrective orthodontics. It should be noticed that, in this case, initial diagnosis at the centric relation allowed visualizing the anterior teeth in an edge-to-edge relationship, thereby favoring the prognosis. After completion of the treatment, the patient was followed for a 10-year period, and stability was observed. The clinical treatment results showed that it is possible to achieve favorable outcomes with early management in functional Class III malocclusion patients.

Class II malocclusion occlusal severity description

OBJECTIVES: It is well known that the efficacy and the efficiency of a Class II malocclusion treatment are aspects closely related to the severity of the dental anteroposterior discrepancy. Even though, sample selection based on cephalometric variables without considering the severity of the occlusal anteroposterior discrepancy is still common in current papers. In some of them, when occlusal parameters are chosen, the severity is often neglected. The purpose of this study is to verify the importance given to the classification of Class II malocclusion, based on the criteria used for sample selection in a great number of papers published in the orthodontic journal with the highest impact factor. MATERIAL AND METHODS: A search was performed in PubMed database for full-text research papers referencing Class II malocclusion in the history of the American Journal of Orthodontics and Dentofacial Orthopedics (AJO-DO). RESULTS: A total of 359 papers were retrieved, among which only 72 (20.06%) papers described the occlusal severity of the Class II malocclusion sample. In the other 287 (79.94%) papers that did not specify the anteroposterior discrepancy severity, description was considered to be crucial in 159 (55.40%) of them. CONCLUSIONS: Omission in describing the occlusal severity demands a cautious interpretation of 44.29% of the papers retrieved in this study.

Segmental LeFort I osteotomy for treatment of a class III malocclusion with temporomandibular disorder

This article reports the case of a 19-year-old young man with Class III malocclusion and posterior crossbite with concerns about temporomandibular disorder (TMD), esthetics and functional problems. Surgical-orthodontic treatment was carried out by decompensation of the mandibular incisors and segmentation of the maxilla in 4 pieces, which allowed expansion and advancement. Remission of the signs and symptoms occurred after surgical-orthodontic intervention. The maxillary dental arch presented normal transverse dimension. Satisfactory static and functional occlusion and esthetic results were achieved and remained stable. Three years after the surgical-orthodontic treatment, no TMD sign or symptom was observed and the occlusal results had not changed. When vertical or horizontal movements of the maxilla in the presence of moderate maxillary constriction are necessary, segmental LeFort I osteotomy can be an important part of treatment planning.

Orthodontic-surgical treatment of class III malocclusion with mandibular asymmetry

Class III skeletal malocclusion may present several etiologies, among which maxillary deficiency is the most frequent. Bone discrepancy may have an unfavorable impact on esthetics, which is frequently aggravated by the presence of accentuated facial asymmetries. This type of malocclusion is usually treated with association of Orthodontics and orthognathic surgery for correction of occlusion and facial esthetics. This report presents the treatment of a patient aged 15 years and 1 month with Class III skeletal malocclusion, having narrow maxilla, posterior open bite on the left side, anterior crossbite and unilateral posterior crossbite, accentuated negative dentoalveolar discrepancy in the maxillary arch, and maxillary and mandibular midline shift. Clinical examination also revealed maxillary hypoplasia, increased lower one third of the face, concave bone and facial profiles and facial asymmetry with mandibular deviation to the left side. The treatment was performed in three phases: presurgical orthodontic preparation, orthognathic surgery and orthodontic finishing. In reviewing the patient's final records, the major goals set at the beginning of treatment were successfully achieved, providing the patient with adequate masticatory function and pleasant facial esthetics.

Bottle feeding, increased overjet and Class 2 primary canine relationship: is there any association?

The aim of this study was to investigate the association between bottle feeding and prevalence rates of increased overjet and Class 2 primary canine relationship. The sample consisted of 911 children (461 boys, 450 girls) aged 3 (13.9%), 4 (40.8%), 5 (34%) and 6 (11.3%) years, with complete primary dentition. Information about nutritive and nonnutritive (pacifier and/or digit) sucking habits was collected through questionnaires. Three calibrated dentists (κ: 0.9-1.0 and Rs > 0.90) performed the clinical assessments. The children were divided into four groups: G1 - not bottle-fed; G2 - exclusively bottle-fed; G3 - breast- and bottle-fed, bottle feeding ceased before 3 years of age; and G4 - breast- and bottle-fed, bottle feeding ceased between 3 and 4 years of age. Associations between nutritive and nonnutritive sucking behaviors and the malocclusions studied were analyzed by multiple binary logistic regression (α= 0.05). The frequencies of increased overjet were: 25.3% (G1), 38.8% (G2), 39.2% (G3) and 47.8% (G4). The percentages of Class 2 canine relationship were: 27.9% (G1), 48.8% (G2), 43.4% (G3) and 43% (G4). No significant effect of bottle feeding was found. The chances of diagnosing increased overjet (O.R. = 4.42, p < 0.001) and Class 2 canine relationship (O.R. = 4.02, p < 0.001) were greater for children with pacifier and/or digit-sucking habits, compared to those without a history of nonnutritive sucking behavior. It may be suggested that bottle feeding alone is not directly associated with higher prevalence rates of increased overjet and Class 2 canine relationship in the primary dentition.

Emergence of Klebsiella pneumoniae carrying the novel extended-spectrum 'beta'-lactamase gene variants 'bla IND. SHV-40', 'bla IND. TEM-116' and the class I integron-associated 'bla IND. GES-7' in Brazil

A clinical Klebsiella pneumoniae isolate carrying the extended-spectrum beta-lactamase gene variants bla(SHV-40), bla(TEM-116) and bla(GES-7) was recovered. Cefoxitin and ceftazidime activity was most affected by the presence of these genes and an additional resistance to trimethoprim-sulphamethoxazole was observed. The bla(GES-7) gene was found to be inserted into a class 1 integron. These results show the emergence of novel bla(TEM) and bla(SHV) genes in Brazil. Moreover, the presence of class 1 integrons suggests a great potential for dissemination of bla(GES) genes into diverse nosocomial pathogens. Indeed, the bla(GES-7) gene was originally discovered in Enterobacter cloacae in Greece and, to our knowledge, has not been reported elsewhere

An Extension of the Invariance Principle for a Class of Differential Equations with Finite Delay

An extension of the uniform invariance principle for ordinary differential equations with finite delay is developed. The uniform invariance principle allows the derivative of the auxiliary scalar function V to be positive in some bounded sets of the state space while the classical invariance principle assumes that. V <= 0. As a consequence, the uniform invariance principle can deal with a larger class of problems. The main difficulty to prove an invariance principle for functional differential equations is the fact that flows are defined on an infinite dimensional space and, in such spaces, bounded solutions may not be precompact. This difficulty is overcome by imposing the vector field taking bounded sets into bounded sets.