Conhecimento profissional dos professores de ciências naturais do 3º CEB no âmbito da unidade didática "Alimentação e digestão - sistema digestivo"

Dissertação de mest., Didática e Inovação no Ensino das Ciências (Biologia/Geologia), Faculdade de Ciências e Tecnologia, Univ. do Algarve, 2011

As TIC na criação de ambientes motivadores no processo de ensino e aprendizagem da economia no ensino secundário : um estudo sobre a implementação das TIC em sala de aula na unidade didática 11 na turma C do 11º ano da Escola Secundária Anselmo de Andrade

Relatório da prática de ensino supervisionada, Ensino da Economia e da Contabilidade, Universidade de Lisboa, 2012

Proposta de Produção de Unidade Didática para Manual de Português Comercial

Num cenário de crescente mobilidade social, cultural e linguística, urge cada vez mais dotar os aprendentes de línguas estrangeiras de competências linguísticas alargadas e, nomeadamente, de competências comunicativas especializadas. Em parte devido à relevância do Brasil no cenário económico mundial, a Língua Portuguesa tem vindo a ganhar importância enquanto língua de transação económica. Assim, a escolha do Português Comercial como tema de trabalho resulta não só da tomada de consciência de novas realidades, mas igualmente da verificação da quase total inexistência de material didático de suporte ao processo ensino-aprendizagem de Português LE, em contexto formal ou informal, de relações comerciais e de negócios.

A fotossíntese vegetal no 3º ano do Ensino médio: concepções alternativas, erros conceituais e uma proposta de unidade didática baseada no Desenvolvimento Sustentável.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Titia vem cá ver a pedra alumiante que o papai trouxe'. História da Ciência, Radioatividade e o Césio-137 em Goiânia: propostas para uma unidade didática

This study aimed to discuss the recent contributions of History of Science to theteaching of chemistry. The theme of the teaching unit was on the accident of cesium-137 in Goiânia ? Goiás, Brazil (1987). This was a qualitative study in which researcherand professor use the methodology of teaching on research. Thus, students should seekinformation, organize the data collected and establish relationships. Students producedposters in an exhibition at the school on the twentieth anniversary of the accident.Results demonstrated the importance of this resource. It was possible to exploit theabundance of detail and illustrations utilized what themes they students considerimportant and which they exploited. A poster exhibition on the theme indicated thestrong interest of students to participate in all activities proposed. The study alsorevealed the importance of using elements of the History of Science in ChemicalEducation and its relationship to the daily life of students.Key words: history of science; radioactivity; cesium-137

Abordando o sono no ensino médio: proposta de unidade didática contextualizada com o tema saúde

Biological rhythms are part of the life from the simplest to the most complex living beings. In humans, one of the most important biological rhythms is the sleep-wake cycle (SWC), which represents an indispensable behavior for health, since sleep deprivation can lead to deficits in attention and memory, mood and daytime sleepiness which may affect school performance. Nevertheless, the SWC is a content rarely discussed in schools. Thus, the aim of this research was to address contents of the sleep-wake cycle, related to the content of Health to encourage healthy sleep habits. This study was conducted in a public school with 33 students of the 3rd year of high school and is divided into four stages: 1st) Study and analysis of the content of the textbook adopted by the school to subsidize the activities covered in the teaching unit (TU) and approximation with the biology teacher from the class to evaluated the feasibility of schedules for the development of TU; 2nd) Survey of students' prior knowledge, through a questionnaire, to guide the development of the TU; 3rd) Development and implementation of a TU based on meaningful learning and characterization of the students sleep habits, 4th) Evaluation of the TU as a viable proposal to teach biological rhythms concepts. Previous knowledge of students about the SWC are scarce and this content is not covered in the books adopted by the school. Alternative conceptions were observed, particularly with regard to individual differences in sleep, which may contribute to the occurrence of inadequate sleep habits, as reported by the adolescents in this study. The activities developed during UD were well received by the students who showed participative, motivated and evaluated positively the procedures used by the researcher. After the TU, students' knowledge about the concept of biological rhythms has been increased and they started to identify that the SWC changes throughout life and occur due biological and socio-cultural factors. Thus, the UD elaborated in this study represents a viable proposal to teach the concepts of biological rhythms contextualized to the content of Health, in high school

Física do meio ambiente como disciplina nas licenciaturas em física: proposta de uma unidade didática para ensinar efeito estufa e aquecimento global

In this dissertation we propose a Teaching Unit of Physics to teach content through environmental discussions of the greenhouse effect and global warming. This teaching unit is based on a problem-methodological intervention from the application of the method of the Arch of Charles Maguerez. The methodological foundations of the thesis are embedded in action research and this is structured in five chapters: the first chapter deals with the Physical Environment (FMA) as a subject in Degree Courses in Physics in Brazil, bringing the concern of how this discipline has been taught. We started the first chapter explaining the reasons behind the inclusion of the discipline of Physical Environment in a Physics Degree Courses. Then we did a search on the websites of Institutions of Higher Education, to know of the existence or not of this discipline on curricular. We then analyzed the menus to see what bibliographies are being adopted and what content of Physics are being worked, and how it has been done. The courses surveyed were those of Federal and Federal Institutes Universities. Thus ended the first chapter. Given the inseparability between studies in Physics Teaching and studies on competencies, skills and significant learning, wrote the second chapter. In this chapter we discuss the challenge of converting information into knowledge. Initially on initial teacher training, because even if this is not our focus, the study is a discipline on the upper reaches, therefore, offered to future teachers. Then we talked about the culture of knowledge, where we emphasize the use of a teaching approach that promotes meanings taught by content and make sense to the student. We finished the third chapter, making some considerations on skills and abilities, in order to identify what skills and competencies were developed and worked during and after the implementation of Curriculum Unit. The third chapter is the result of a literature review and study of the radioactive EarthSun interaction. The subjects researched approach from the generation of energy in the sun to topics stain solar coronal mass ejections, solar wind, black body radiation, Wien displacement law, Stefan-Boltzmann Law, greenhouse effect and global warming. This chapter deals with material support for the teacher of the aforementioned discipline. The fourth chapter talks about the arc method of Charles Maguerez; Here we explain the structure of each of the five steps of the Arc and how to use them in teaching. We also show another version of this method adapted by Bordenave. In the fifth and final chapter brought a description of how the method of Arc was used in physics classes of Environment, with students majoring in Physics IFRN Campus Santa Cruz. Here, in this chapter, a transcript of classes to show how was the application of a problem-based methodology in the teaching of content proposed for Physics Teaching Unit from the environmental discussion about the greenhouse effect and global warming phenomena

O desenvolvimento da competência discursiva : uma proposta didática para o ensino de Espanhol Língua Estrangeira a alunos portugueses (nível B1)

Relatório da Prática de Ensino Supervisionada, Ensino de Inglês e de Espanhol no 3º ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, 2013

O espaço português : a consolidação de um reino cristão ibérico : "a reconquista cristã em Portugal" : lendas e mitos, uma proposta didática"

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de História e Geografia no 3º ciclo do Ensino Básico e Secundário, Universidade de Lisboa, 2014

Turismo e transportes num mundo global : uma experiência didática no 8º ano de escolaridade

Relatório da prática de ensino supervisionada, Mestrado em Ensino de História e Geografia para o 3º ciclo do Ensino Básico e do Ensino Secundário, Universidade de Lisboa, 2014

Física no cotidiano: da cozinha para a sala de aula relato de uma experiência didática no município de Limoeiro do Norte (CE)

Brazilian high school teaching has passing through important changes. Based on current legislation and other official documents this research focus on the notion of contextualization, discussing the possibilities of a Physics teaching contextualized at a kitchen environment. Given the difficulties presented by students in establishing the relation between the contents discussed in classroom and their own daily lives, we propose the elaboration and application of a didactic unity. This started after the analyses of an initial questionnaire answered by the students. The didactic unity was elaborated based on an earlier proposal made by GREF (Physics Teaching Reelaboration Group) for a Thermal Physics course, and involved situations on students daily lives, in particular, those activities tried to relate formal contents discussed in classrooms to the kitchen environment. The didactic unity was applied to a public high school classroom at Limoeiro do Norte (CE). After evaluation of this experience it is possible to state that contextualization is a challenge that shall be faced, so that students may have a more critical look at physics, understanding that this subject is of relevance to all of us and is present in all world around us

Controvérsias sobre a natureza da luz: uma aplicação didática

Researches in the field of Science Teaching have shown, in recent decades, that students from high school level have difficulties in understanding basic concepts of science, in general, and physics, in particular. The specific literature indicates, as a priority for a scientific education of better quality, a more structured understanding about science. This work proposes the introduction of elements of History and Philosophy of Science in high school as an aid to learning the concepts of optics, in general, and of aspects concerning the nature of science, specifically. Making use of historical episodes regarding the controversy on the nature of light, especially during the seventeenth and eighteenth centuries, as well as clippings of the history of optics in relation to the development of models that explain the process of vision, we formulated a teaching unit and implemented it on two night high school classes of a public school in the city of Parnamirim (RN). The unit involved, primarily, the reading of three historical texts containing written questions followed by a collective debate ("moot"). The results indicated some difficulties in overcoming the misconceptions related to the process of vision and the nature of light. Nevertheless, we believe that the teaching unit has succeeded in relation to the learning of most students, both in relation to a better understanding of science as well as concepts of optics

História da ciência como estratégia didática no ensino médio: um breve olhar de conteúdos da óptica

From a critique of aspects of the current teaching of physics, we propose in this paper an investigation into the conceptions of Nature of Science (NOS) submitted by students from the high school level, as well as the inclusion of discussions about some elements of NOS, through the History and Philosophy of Science, understanding them as facilitating strategy for more effective learning of Physics and, more specifically, the contents of optics. Based on the historical period corresponding to Greek antiquity to the mid-nineteenth century, built and applied a teaching unit to a high school class at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) Ipanguaçu campus. Our teaching unit involved the reading and interpretation of texts with historical content, observation and assembling five experimental activities, among other activities. Data analysis occurred through questionnaires investigative applied before and after the completion of the teaching unit, as well as questionnaires for content present in the texts. Although not significant, the results indicated that the application of the teaching unit allowed the (re) construction of some conceptions about NOS targets students present in our work, and contribute to a better learning content and greater optical science approach and its nature

O ensino por investigação, favorecendo o desenvolvimento de atitudes e procedimentos : uma proposta didática aplicada em sala de aula

Dissertação (mestrado)—Universidade de Brasília, Decanato de Pesquisa e Pós-Graduação, Instituto de Ciências Biológicas, Instituto de Física, Instituto de Química, Faculdade UnB Planaltina, Programa de Pós-Graduação em Ensino de Ciências, Mestrado Profissional em Ensino de Ciências, 2016.

Estudando a identidade visual em comunicação : uma proposta de intervenção pensando a cultura visual

Relatório da prática de ensino supervisionada, Mestrado em Ensino de Artes Visuais, Universidade de Lisboa, 2011