Uma proposta de ensino para o nível fundamental a partir das concepções sobre insetos

O presente trabalho consiste em uma investigação acerca das concepções de estudantes sobre o que é um inseto. Partiu-se do pressuposto de que os alunos expressam concepções errôneas no momento de identificar os representantes do táxon Insecta e que isso é consequência das experiências do cotidiano e de erros conceituais oriundos da formação escolar incorreta. Os objetivos deste trabalho foram investigar sobre concepções alternativas acerca dos insetos com alunos do ensino fundamental II e propor situações para promoção de uma aprendizagem mais ativa. Os dados para analise foram coletados em três turmas de escolas diferentes: uma escola em Nova Parnamirim, da rede privada, e duas da rede pública municipal de ensino: uma do município de Natal/RN e a outra do município de Parnamirim/RN. Utilizou-se como instrumento um questionário aplicado em duas fases. Na primeira etapa foram feitas três questões abertas e duas fechadas. Na segunda, aplicaram-se mais três questões. Nesta oportunidade foram apresentados aos alunos uma lista com imagens de insetos e animais considerados não insetos. Os resultados dos questionários mostraram que os alunos apresentaram na sua maioria, 62%, sentimentos negativos sobre os insetos, expressos por palavras depreciativas, entre elas: nojentos, feios, asquerosos, perigosos, sendo estes mais da metade dos alunos da amostra. Sentimentos positivos representaram 20%: fazem bem ao homem, Deus criou, são bons, são bonitos, e 18% apresentaram neutralidade nessas categorias. Outro resultado apresentado foi que 82% generalizaram os animais artrópodes como sendo insetos. Como forma de resolver problemas relacionados as concepções uma unidade didática foi aplicada em uma das escolas envolvidas na pesquisa, validando assim um instrumento pedagógico que incluiu atividade lúdica constituída de um jogo de tabuleiro proporcionador de uma vivência de aprendizagem focada em conceitos científicos sobre os insetos fáceis de serem apreendidos

The use of software Mapavox for teaching graphics and games to blind and low vision students: a development through practices

Current policies on education to visually impaired point for a growing trend of including students with special educational needs in regular schools. However, most often this inclusion is not accompanied by an appropriate professional trained or infrastructure, which has been presented as a big problem for regular school teachers who have students with visual impairments in their classroom. Based on this situation, the Group of Extension in Tactile Cartography from UNESP - University of the State of São Paulo - Campus de Rio Claro - SP - Brazil has been developing educational material of geography and cartography to blind students at a special school. Among the materials developed in this study highlight the development of graphics and board games provided with sound capabilities through MAPAVOX, software developed in partnership with UFRJ - Federal University from Rio de Janeiro - RJ - Brazil. Through this software, sound capabilities can be inserted into built materials, giving them a multi-sensory character. In most cases the necessary conditions for building specific materials to students with visual impairments is expensive and beyond the reach of features from a regular school, so the survey sought to use easy access and low cost materials like Cork, leaf aluminum, material for fixing and others. The development of these materials was supported by preparation in laboratory and its subsequent test through practices involving blind students. The methodology used on the survey is based on qualitative research and non comparative analysis of the results. In other words, the material is built based on the special students perception and reality construction, not being mere adaptations of visual materials, but a construction focused on the reality of the visually impaired. The results proved were quite successful as the materials prepared were effective on mediating the learning process of students with disabilities. Geographical and cartographic concepts were seized by the students through the technology used, associated with the use of materials that took into account in its building process the perception of the students.

The status of drama in education in an Ontario school board

Drama in education has been describea- as a valuable pedagogical medium and methodology, enriching child development in the cognitive, skill, affective, and aesthetic domains, and spanning all areas of curriculum ~ oontent. However, despite its considerable versatility and cost-effectiveness, drama appears to maintain low status within the education system of ontario. This thesis investigated teacher perceptions of both the value and status of drama in education in one ontario school board. Data were gathered in the form of an attitude questionnaire, which was devised for the purpose of this research and administered to a stratified cluster sample of 126 teachers employed in the board's elementary schools. These data were then used to examine teacher perceptions based on their knowledge, attitudes, and self-reported behaviour in the classroom. Teacher characteristics of gender, teaching assignment, years experience, and courses taken in drama were also analyzed as potential determinants of teacher attitudes towards drama in education. Results of the study confirmed apparent discrepancy between teacher perceptions of the value of drama and its current educational status. It was indicated that what teachers value most about drama is its capacity to enhance creativity, social skills, empathy, personal growth, and problem-solving ability among students. Teachers attribute its low status both to school and board priorities of time and resources, and to deficiencies in their knowledge and confidence in the planning, implementation, and evaluation of drama in the classroom. Teacher subgroup analysis revealed no significant differences in attitudes towards the status of drama in education; it did, however, suggest that both teachers who have studied drama and teachers with between ten and twenty years experience are most likely to value drama more highly than their colleagues. Recommendations proposed by the study include the provision of increased - time and resource allotment for drama within the elementary curriculum as well as increased teacher training at both faculty of education and board inservice levels.

Clinical Education - a fundamental curricular unit for all health practitioners

Clinical education is recognized as being crucial for the training of health professionals. This subject is debated amongst teachers, students and professionals. Besides the clinical and research skills, we look for other competencies such as oratory, creative thinking or leadership. We present the results of a study with 4th graders. It’s a exploratory study; the main purpose was to evaluate the outcomes of a unit of clinical education prepared according a new set of competencies and methodologies. The competencies were seen as valuable. Organization, leading or supporting a colleague, rethinking a program to serve client and family are equally important.

Discourses of power in Mathematics Education research : concepts and possibilities for action. 'Discursos sobre el poder en la investigación en Educación Matemática : conceptos y posibilidades para la acción'.

Resumen basado en el de la publicación

Finnish model of teacher education for lifelong teaching career

Monogr??fico con el t??tulo: "La investigaci??n sobre la identidad profesional del profesorado en Europa???

Adapted Physical Education teachers and teaching knowledge

In the 1980's, there was a suggestion of including the Adapted Physical Education discipline in the Physical Education Graduation Course. In this perspective, starting from the Adapted Physical Education teacher's routine, the aim of this research was to verify what these teachers know and how they manage to plan, elaborate and apply their knowledge with their students with educational special needs. It's an exploring study that had in its interview and silabus analisis technics the source of its data. Among its most important results, it showed teaching, experimental and pedagogical knowledge as part of Physical Education and Adapted Physical Education, in the arrangement, building and knowledge apliance.

Scientific concepts and public policies: Semiotic-cultural obstacles concerning intergroup and intercultural relationships

I attempt to articulate Jahoda's (2012) critical reflections regarding definitions of culture in recent cross-cultural studies and Moghaddam's (2012) claims of an omnicultural imperative to guide the elaboration of public policies for managing relationships among human groups from different cultural origins. For this, I will approach some aspects of the socio-historical and ontogenetic roots of the notion of culture. The notion of culture and the consequent public policies involving intercultural managing are being transformed as our global society develops. It has been proposed that some ways of dealing with the culture of the other are crucial to achieve awareness in respect of one's own cultural positioning when making science and attempting social interventions. Finally, the experience of Brazilian psychologists working on challenges faced by Amerindians dealing with the national society they live in will be presented as a pioneering work aiming to interfere in the development of public policies ethically concerned with the assurance of cultural integrity of currently marginalized social groups.

Survey of public schools of East Greenwich, Rhode Island, requested by the school committee of the town commissioner of education, authorized by the state Board of education to make survey. Report of the Survey commission. Public education service. State of Rhode Island.

Running title: East Greenwich school survey.

A Software Platform for Educational Board Games

Educational games such as quizzes, quests, puzzles, mazes and logical problems may be modeled as multimedia board games. In the scope of the ADOPTA project1 being under development at the Faculty of Mathematics and Informatics at Sofia University, a formal model for presentation of such educational board games was invented and elaborated. Educational games can be modeled as special board mini-games, with a board of any form and any types of positions. Over defined positions, figures (objects) with certain properties are placed and, next, there are to be defined formal rules for manipulation of these figures and resulted effects. The model has been found to be general enough in order to allow description and execution control of more complex logical problems to be solved by several actions delivered to/by the player according some formal rules and context conditions and, in general, of any learning activities and their workflow. It is used as a base for creation of a software platform providing facilities for easy construction of multimedia board games and their execution. The platform consists of game designer (i.e., a game authoring tool) and game run-time controller communicating each other through game repository. There are created and modeled many examples of educational board games appropriate for didactic purposes, self evaluations, etc., which are supposed to be designed easily by authors with no IT skills and experience. By means of game metadata descriptions, these games are going be included into narrative storyboards and, next, delivered to learners with appropriate profile according their learning style, preferences, etc. Moreover, usage of artificial intelligence agents is planned as well – once as playing virtual opponents of the player or, otherwise, being virtual advisers of the gamer helping him/her in finding the right problem solution within given domain such as discovering a treasure using a location map, finding best tour in a virtual museum, guessing an unknown word in a hangman game, and many others.

Practice-based film education for children: teaching and learning for creativity, citizenship and participation

Practice-oriented film education aimed at children has been hailed for various reasons: at a personal level, as a means of providing tools for self-expression, for developing creativity and communication skills. And at a social level, it is argued that children must now become competent producers, in addition to critical consumers, of audiovisual content so they can take part in the global public sphere that is arguably emerging. This chapter discusses how the challenges posed by introducing children to filmmaking (i.e. digital video) are being met at three civil associations in Mexico: La Matatena AC, which seeks to enrich the children’s lives by means of the aesthetic experience filmmaking can bring them. Comunicaciòn Comunitaria, concerned with the impact filmmaking can have on the community, preserving cultural memory and enabling participation. And Juguemos a Grabar, with a focus on urban regeneration through the cultural industries.