Práticas de ensino por investigação nas aulas de ciências desenvolvidas nos anos iniciais do ensino fundamental

Acompanha: Material de apoio para os professores das escolas municipais de Curitiba: propostas de práticas de ensino por investigação nas aulas de ciências dos anos iniciais do ensino fundamental.

Codeship: Financing growth: Case study and Teaching note

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Motivational differences in science course enrolment shown by males and females in grades 9 through OAC

A sample of 1,345 students enrolled in advanced-level science courses from Grades 9 through OAe was surveyed in order to gain perspective into the existence of motivational differences attributing to science course enrolment by gender. Records of enrolment were examined in order to detect patterns and trends. A questionnaire was devised and piloted. It measured five motivational variables - demographics, science and science-related experiences, science ability and attitudes, impressions about women in science, and importance of science and science-related skills. The students also provided some impressions about the image of scientists. Results of the questionnaire were analyzed for frequency of responses and for significant gender differences using the chi-square. Differences were found to exist in the areas of science anxiety as it relates to testing and oral participation; in motivation generated by the performance of extra-curricular science and science-related activities, and by the classroom environment; in impressions of women in science; in the importance of science skills, and in the area of teacher influence. The study also showed a differential enrolment of females, with an emphasis on biology and chemistry. The males were enrolled in courses of physics and chemistry. The findings lead to numerous suggested strategies and programs for encouraging the participation of females in science education and careers.

The impact of integrated programming on student attitude and achievement in grade 9 academic mathematics and science

This research studioo the effect of integrated instruction in mathematics and~ science on student achievement in and attitude towards both mathematics and science. A group of grade 9 academic students received instruction in both science and mathematics in an integrated program specifically developed for the purposes of the research. This group was compared to a control group that had received science and mathematics instruction in a traditional, nonintegrated program. The findings showed that in all measures of attitude, there was no significant difference between the students who participated in the integrated science and mathematics program and those who participated in a traditional science and mathematics program. The findings also revealed that integration did improve achievement on some of the measures used. The performance on mathematics open-ended problem-solving tasks improved after participation in the integrated program, suggesting that the integrated students were better able to apply their understanding of mathematics in a real-life context. The performance on the final science exam was also improved for the integrated group. Improvement was not noted on the other measures, which included EQAO scores and laboratory practical tasks. These results raise the issue of the suitability of the instruments used to gauge both achievement and attitude. The accuracy and suitability of traditional measures of achievement are considered. It is argued that they should not necessarily be used as the measure of the value of integrated instruction in a science and mathematics classroom.

Writing and science connections : integrated instruction and assessment

Learning to write is a daunting task for many young children. The purpose of this study was to examine the impact of a combined approach to writing instruction and assessment on the writing performance of students in two grade 3 classes. Five forms and traits of writing were purposefully connected during writing lessons while exhibiting links to the four strands of the grade 3 Ontario science curriculum. Students then had opportunities to engage in the writing process and to self-assess their compositions using either student-developed (experimental group/teacher-researcher's class) or teachercreated (control group/teacher-participant's class) rubrics. Paired samples t-tests revealed that both the experimental and control groups exhibited statistically significant growth from pretest to posttest on all five integrated writing units. Independent samples t-tests showed that the experimental group outperformed the control group on the persuasive + sentence fluency and procedure + word choice writing tasks. Pearson product-moment correlation r tests revealed significant correlations between the experimental group and the teacher-researcher on the recount + ideas and report + organization tasks, while students in the control group showed significant correlations with the teacher-researcher on the narrative + voice and procedure + word choice tasks. Significant correlations between the control group and the teacher-participant were evident on the persuasive + sentence fluency and procedure + word choice tasks. Qualitative analyses revealed five themes that highlighted how students' self-assessments and reflections can be used to guide teachers in their instructional decision making. These findings suggest that educators should adopt an integrated writing program in their classrooms, while working with students to create and utilize purposeful writing assessment tools.

Mapeamento do contorno estrutural do embasamento da bacia sedimentar de Curitiba - PR

The sedimentary Curitiba basin is located in the Central-Southern part of the first Parananense plateau, and comprises Curitiba (PR), and part of the neighbour Municipalities (fig.1). It is supposed to be of Plio-Pleistocene age. It has a shallow sedimentary fulfillment, represented by the Guabirotuba formation (BIGARELLA and SALAMUNI, 1962) which is dristributed over a large area of about 3.000km2. The internal geometry, not entirely known yet, is actually object of detailed research, that shows its geological evolution to Cenozoic tectonic movements. For the purpose of this study the definition of the structural contour of the basement and their depo-centers is fundamental. This paper presents the results of the integration of surface and subsurface data, processed by statistical methods, which allowed a more precise definition of the morphostructural framework of the basement. For the analysis of the geological spacial data, specific softwares were used for statistical processing for trend surfaces analysis. The data used in this study are of following types: a) drilling logs for ground water; b) description of surface points of geological maps (CRPM, 1977); c) description of points of geotechnical drillings and down geological survey. The data of 223 drilling logs for ground water were selected out of 770 wells. The description files of 700 outcrops, as well as planialtimetric field data, were used for the localization of the basement outcrop. Thus, a matrix with five columns was set up: utm E-W (x) and utm N-S (y); surface altitude (z); altimetric cote of the contact between sedimentary rocks and the basement (k); isopachs (l). For the study of the basement limits, the analysis of surface trends of 2(nd) and 3(rd) degree polinomial for the altimetric data (figs. 2 and 3) were used. For the residuals the method of the inverse of the square of the distance (fig.4) was used. The adjustments and the explanations of the surfaces were made with the aid of multiple linear regressions. The analysis of 3rd degree polinomial trend surface (fig.3) confirmed that the basement tends to be more exposed towards NNW-SSE explaining better the data trend through an ellipse, which striking NE-SW and dipping SW axis coincides with the trough of the basin observed in the trending surface of the basement. The performed analysis and the respective images offer a good degree of certainty of the geometric model of the Curitiba Basin and of the morphostructure of its basement. The surface trend allows to sketch with a greater degree of confidence the structural contour of the topgraphic surface (figs. 5 and 6) and of the basement (figs. 7 and 8), as well as the delimitation of intermediate structural heights, which were responsible for isolated and assymmetric depocenters. These details are shown in the map of figures 9 and 10. Thus, the Curitiba Basin is made up by a structural trough stretching NE-SW, with maximum preserved depths of about 80m, which are separated by heights and depocenters striking NW-SE (fig. 11). These structural features seems to have been controlled by tectonic reactivation during the Tertiary (HASUI, 1990) and which younger dissection was conditioned by neotectonic processes (SALAMUNI and EBERT, 1994).

Equipping young people to engage with media driven science experiences: beyond science knowledge to science literacy and discerning consumers of news.

This paper reports on a study of a curricular intervention for pupils (age 10-13 years) in the UK aimed at supporting critical engagement with science based media reports. In particular the study focused on core elements of knowledge, skills and attitudes identified in previous studies that characterize critical consumers of science presented as news. This was an empirical study based on classroom observation. Data included responses from individual pupils, in addition video recording of group activity and intentional conversations between pupils and teachers were scrutinised. Analysis focused on core tasks relating to different elements of critical reading. Pupils demonstrated a grasp of questioning and evaluating text, however the capacity to translate this experience in support of a critical response to a media report with a science component is limited in assessing the credibility of text and as an element in critical reading.

A educação de jovens e adultos e o ensino de ciências naturais: contribuições da utilização dos conceitos unificadores

Acompanha: A educação de jovens e adultos e o ensino de ciências naturais: contribuições da utilização dos conceitos unificadores

Mathematical notebook, and commonplace book, circa 1689-1769

Manuscript notebook, possibly kept by Harvard students, containing 17th century English transcriptions of arithmetic and geometry texts, one of which is dated 1689-1690; 18th century transcriptions from John Ward’s “The Young Mathematician’s Guide”; and notes on physics lectures delivered by John Winthrop, the Hollis Professor of Mathematics and Natural Philosophy at Harvard from 1738 to 1779. The notebook also contains 18th century reading notes on Henry VIII, Tudor succession, and English history from Daniel Neal’s “The History of the Puritans” and David Hume’s “History of England,” and notes on Ancient history, taken mainly from Charles Rollin’s “The Ancient History of the Egyptians, Carthaginians, Assyrians, Babylonians, Medes and Persians, Macedonians and Grecians.” Additionally included are an excerpt from Plutarch’s “Lives” and transcriptions of three articles from “The Gentleman’s Magazine, and Historical Chronicle,” published in 1769: “A Critique on the Works of Ovid”; a book review of “A New Voyage to the West-Indies”; and “Genuine Anecdotes of Celebrated Writers, &.” The flyleaf contains the inscription “Semper boni aliquid operis facito ut diabolus te semper inveniat occupatum,” a variation on a quote of Saint Jerome that translates approximately as “Always good to do some work so that the devil may always find you occupied.” In the seventeenth and eighteenth centuries, Harvard College undergraduates often copied academic texts and lecture notes into personal notebooks in place of printed textbooks. Winthrop used Ward’s textbook in his class, while the books of Hume, Neal, and Rollin were used in history courses taught at Harvard in the 18th century.

Atividades mediadas como colaboração para aprendizagem de conceitos científicos sobre doenças epidêmicas

Acompanha: Sequência didática interativa para o ensino de doenças epidêmicas

O uso de filme como recurso pedagógico no estudo das epidemias: possibilidades na aprendizagem significativa

Acompanha: Epidemias na escola? Só em filmes: possibilidades de contaminação na aprendizagem significativa

Material paradidático em educação ambiental para o 6º ano do ensino fundamental

Acompanha: Material paradidático em educação ambiental para o 6º ano do ensino fundamental