A prática docente no ensino de ciências no Ciclo II do Ensino Fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Teaching elliptical excision skills to novice medical students: a randomized controlled study comparing low- and high-fidelity bench models

Background: The search for alternative and effective forms of training simulation is needed due to ethical and medico-legal aspects involved in training surgical skills on living patients, human cadavers and living animals. Aims : To evaluate if the bench model fidelity interferes in the acquisition of elliptical excision skills by novice medical students. Materials and Methods: Forty novice medical students were randomly assigned to 5 practice conditions with instructor-directed elliptical excision skills' training (n = 8): didactic materials (control); organic bench model (low-fidelity); ethylene-vinyl acetate bench model (low-fidelity); chicken legs' skin bench model (high-fidelity); or pig foot skin bench model (high-fidelity). Pre- and post-tests were applied. Global rating scale, effect size, and self-perceived confidence based on Likert scale were used to evaluate all elliptical excision performances. Results : The analysis showed that after training, the students practicing on bench models had better performance based on Global rating scale (all P < 0.0000) and felt more confident to perform elliptical excision skills (all P < 0.0000) when compared to the control. There was no significant difference (all P > 0.05) between the groups that trained on bench models. The magnitude of the effect (basic cutaneous surgery skills' training) was considered large (>0.80) in all measurements. Conclusion : The acquisition of elliptical excision skills after instructor-directed training on low-fidelity bench models was similar to the training on high-fidelity bench models; and there was a more substantial increase in elliptical excision performances of students that trained on all simulators compared to the learning on didactic materials.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

Spatial and temporal characteristics of summer precipitation over Central Europe in a suite of high-resolution climate models

High-impact, localized intense rainfall episodes represent a major socio-economic problem for societies worldwide, and at the same time these events are notoriously difficult to simulate properly in climate models. Here, the authors investigate how horizontal resolution and model formulation influence this issue by applying the HARMONIE regional climate model (HCLIM) with three different setups; two using convection parameterization at 15 and 6.25 km horizontal resolution (the latter within the “grey-zone” scale), with lateral boundary conditions provided by ERA-Interim reanalysis and integrated over a pan-European domain, and one with explicit convection at 2 km resolution (HCLIM2) over the Alpine region driven by the 15 km model. Seven summer seasons were sampled and validated against two high-resolution observational data sets. All HCLIM versions underestimate the number of dry days and hours by 20-40%, and overestimate precipitation over the Alpine ridge. Also, only modest added value were found of “grey-zone” resolution. However, the single most important outcome is the substantial added value in HCLIM2 compared to the coarser model versions at sub-daily time scales. It better captures the local-to-regional spatial patterns of precipitation reflecting a more realistic representation of the local and meso-scale dynamics. Further, the duration and spatial frequency of precipitation events, as well as extremes, are closer to observations. These characteristics are key ingredients in heavy rainfall events and associated flash floods, and the outstanding results using HCLIM in convection-permitting setting are convincing and encourage further use of the model to study changes in such events in changing climates.

Four-dimensional variational data assimilation for high resolution nested models

Four-dimensional variational data assimilation (4D-Var) is used in environmental prediction to estimate the state of a system from measurements. When 4D-Var is applied in the context of high resolution nested models, problems may arise in the representation of spatial scales longer than the domain of the model. In this paper we study how well 4D-Var is able to estimate the whole range of spatial scales present in one-way nested models. Using a model of the one-dimensional advection–diffusion equation we show that small spatial scales that are observed can be captured by a 4D-Var assimilation, but that information in the larger scales may be degraded. We propose a modification to 4D-Var which allows a better representation of these larger scales.

The DYMECS project: a statistical approach for the evaluation of convective storms in high-resolution NWP models

A new frontier in weather forecasting is emerging by operational forecast models now being run at convection-permitting resolutions at many national weather services. However, this is not a panacea; significant systematic errors remain in the character of convective storms and rainfall distributions. The DYMECS project (Dynamical and Microphysical Evolution of Convective Storms) is taking a fundamentally new approach to evaluate and improve such models: rather than relying on a limited number of cases, which may not be representative, we have gathered a large database of 3D storm structures on 40 convective days using the Chilbolton radar in southern England. We have related these structures to storm life-cycles derived by tracking features in the rainfall from the UK radar network, and compared them statistically to storm structures in the Met Office model, which we ran at horizontal grid length between 1.5 km and 100 m, including simulations with different subgrid mixing length. We also evaluated the scale and intensity of convective updrafts using a new radar technique. We find that the horizontal size of simulated convective storms and the updrafts within them is much too large at 1.5-km resolution, such that the convective mass flux of individual updrafts can be too large by an order of magnitude. The scale of precipitation cores and updrafts decreases steadily with decreasing grid lengths, as does the typical storm lifetime. The 200-m grid-length simulation with standard mixing length performs best over all diagnostics, although a greater mixing length improves the representation of deep convective storms.

The language of the classroom; meanings communicated in high school teaching.

Bibliography: v. 1, p. [169]; v. 2, p. [189]-190.

Catalogue of the science collections for teaching and research in the South Kensington Museum ...

At head of title: Department of Science and Art of the Committee of Council of Education.

Why 250,000 children quit school; the yearly army that drops out of line--standards too high and teaching too dull

"Reprinted from the 'World's work,' August, 1910."