Dissertations / Theses on the topic 'Science discipline teaching'

The quality and attributes of the learning achieved by the use of technological tools such as computer aided learning programs (CAL) or web-based packages are difficult aspects to evaluate effectively. Learning technology should fulfill the needs of the student users as well as achieve the pedagogical goals of the teachers. Excellence in this context ideally should comprise not only a high quality product in technical terms, but also one that fulfills the learning aspirations for which the product was designed. In the past, evaluation of technologically delivered learning has focused more on the quantity of knowledge transferred than the quality. Recently a number of evaluation tools or packages have been devised in the search for something that will provide information for teachers using technological teaching aids, regarding not only how much their students have learned, but also what depth and type of knowledge they have gained. An ideal evaluation process in this context might be expected to combine the efficiency of a quantitative method with the richness of qualitative information, but should also be easy to use and, importantly, easy for the teacher to interpret in terms of improving their students' learning experience. Such an evaluation package should also be responsive to the needs of the users, rather than simply imposing an objective ideal of quality derived from externally imposed standards. This report details the development of an evaluation method based on the premise that the most effective learning experience will be achieved when a technological tool is designed to align most closely with the pedagogical requirements of the clients, both teachers and students. The study sought to establish whether such a correlation could be identified and expressed in a format the academic client could easily comprehend. The evaluation method was designed specifically for university level teaching, and trialed in undergraduate science units. The evaluation process was trialed with three successive CAL programs in order to develop the method, with modifications being made to the evaluation process after each trial. The modifications to the evaluation process were based on critical reflection of the effectiveness of the previous evaluation cycle. The evaluation reports produced for this study were used diagnostically to pinpoint factors with the potential to reduce the effectiveness of the learning experience. Recommendations for improved implementation resulted :from negotiation with the academic clients regarding the areas of conflict highlighted by the evaluation. In order to express the learning quality and characteristics of CAL programs, the Pedagogical Dimensions profile developed by Reeves (1994) was adopted as a framework. The profile consists of a semantic differential scale for each of fourteen pedagogical dimensions. Amendments to the Reeves scheme were considered desirable to allow improved function in this context and such amendments have been proposed. The evaluation process was designed to facilitate comparison of the pedagogical characteristics of courseware with the pedagogical needs of the stakeholders, in this case the lecturers and students using the program. The intention was to determine the degree of correlation between stakeholders' requirements and courseware characteristics in order to establish the programs' fitness-for-purpose, in terms of pedagogical characteristics. Based on surveys and interviews, pedagogical profiles of both lecturers' and students' perceptions were prepared and compared with a profile of the learning software prepared by a panel of reviewers. The resulting comparison of profiles was intended to evaluate the appropriateness of the programs' learning attributes, rather than to measure quality. As such, it should be viewed as a means of employing a program to the best advantage, by maximising the effectiveness of the learning experience. Each dimension was examined for congruence or dissonance between the results of the three profiles (student, academic and courseware). Courseware was considered suitable in the relevant context if the profiles exhibited congruent results. Dissonant dimensions were drawn to the attention of the academic, in order to negotiate a means of effecting improvement. Having critically assessed the evaluation process it was noted that the pedagogical dimension profile functioned very effectively as the foundation for an evaluation process designed to determine learning effectiveness of CAL programs. However, certain aspects of the pedagogical dimensions were found to be less than ideal and critical examination of these aspects led to proposals for changes to the profile in order to improve its capacity to serve as an evaluation tool. In order to clarify the profile results to permit easy interpretation, the dimensions of the profile were rearranged into several broad groups. This modification of the array was justified by increased convenience for the user, and improvements to the theoretical grounding. The clusters to be employed (Hannafin, 1997) were as follows: psychological, pedagogical, technological, cultural and pragmatic. It was considered that alteration of several existing dimensions and inclusion of some additional dimensions would facilitate application of the profile. A new dimension of Curriculum integration was devised to recognise the capacity to link computer learning with existing teaching programs. The need for reflective learning was recognised by including a new dimension called cognition type, while the students' capability to manipulate and interact with the program was reflected in a new dimension called interactiveness. Revised names were proposed for several dimensions including Engagement instead of Motivation, Informative feedback rather than Value of Errors, and Program modifiability for Flexibility. A modification was proposed for the Underlying psychology dimension in an attempt to better define a continuum of perspectives. The modifications were applied to a case study and elicited a more informative and diagnostically useful report than the original method. An effective evaluation method has been designed and tested, which facilitated the diagnostic assessment of courseware in the context of a unit of study. Alterations to the application of the courseware in practice were found to improve student acceptance of the programs. A modified profile was designed and applied, and found to be even more accessible and useful for academic clients.

This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

This study is to investigate the influence of entrepreneurial activities on teaching at universities. Specifically, the study focuses on entrepreneurial activities' effect on professors' time allocation. The dataset analyzed was constructed from the survey conducted by University of Illinois at Chicago in 1998. The sample was drawn from American academic professional associations' members of the four fields: experimental biology, physics, mathematics, and sociology. Based on the data of 133 professors, the study shows that professors with paid consulting work tend to spend less time in teaching when research activities are controlled. Insignificant are the other variables about entrepreneurial activities: patent application, industry funding, and research collaboration with industry. Also, more research time is likely to result in less teaching time. Insignificant are the other research-related variables: research funding at large and collaborative research in general. In terms of personal and institutional conditions, assistant professors tend to invest more time in teaching than senior professors, but they are likely to reduce more time on teaching than their senior counterparts for increasing research time. Finally, biology and sociology professors tend to allocate less time to teaching than physics and mathematics professors. In a word, entrepreneurial activities and research tend to conflict with teaching at the level of individual professors' time allocation.

Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.

Esta pesquisa apresenta os resultados de um levantamento empírico de livros didáticos de Biologia e Química aprovados no PNLEM 2007, no sentido de investigar as demandas de conceitos químicos no estudo de uma temática própria da disciplina de Biologia: a origem da vida. Adicionalmente, esta dissertação coteja essas demandas conceituais com os correspondentes saberes químicos sequenciados nos capítulos das coleções de Química e discute a potencial interlocução entre os conjuntos de saberes das duas disciplinas, visto que fazem parte da mesma área do conhecimento escolar. Considerando-se todas as obras divididas em três volumes um para cada ano do Ensino Médio e excetuando-se os volumes únicos, foram analisados os capítulos que tratam da origem da vida em quatro coleções de Biologia e todo o conteúdo programático de duas obras de Química. Reconhecendo a relevância do livro didático no cenário educacional brasileiro, o caráter notadamente disciplinar do currículo e as especificidades do ensino de Ciências, este trabalho reúne argumentos teóricos que fundamentam a necessidade de um olhar abrangente sobre a realidade, sempre complexa e multifacetada.
This research presents the results of an empirical survey from textbooks of Biology and Chemistry approved in PNLEM 2007, to investigate the demands of chemical concepts in the study of one the subjects in Biology: the origin of life. In addition to that, this dissertation collates these conceptual demands with the corresponding chemical knowledge sequenced in chapters of the chemical collections and discusses the potential dialogue between the sets of knowledge of those two disciplines, as part of the same area of school knowledge. Considering the works divided into three volumes one for each year of high school and except for the single volumes, were analyzed the chapters dealing with the origin of life in four collections of Biology and whole academic program in two works of Chemistry. Recognizing the relevance of the textbook in Brazilian educational scenario, the notably disciplinary character of the curriculum and the specificities of Natural Sciences who originated the school disciplines of Biology and Chemistry, this work gathers theoretical arguments that justify the need for a comprehensive look at the reality, always complex and multifaceted.

Orientador: Celso Dal Ré Carneiro
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências
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Resumo: A educação técnica tem sido a base da qualificação profissional aos jovens que anseiam entrar no mercado de trabalho. O ensino técnico de nível médio, baseado na metodologia do desenvolvimento de competências, comportamentais e técnicas, alicerça-se nos quatro pilares da educação apontados pela UNESCO: (a) aprender a conhecer; (b) aprender a fazer; (c) aprender a conviver; (d) aprender a ser. O Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS), responsável pela educação técnica pública no estado de São Paulo, considerando tais princípios, vem formando profissionais em diversas áreas, entre elas a ambiental. O curso Técnico em Meio Ambiente capacita jovens e adultos para "cuidarem" do ambiente e do homem. Com currículo próprio, desenvolvido em três eixos principais, Ciências da Terra, Biologia e Química, garante disciplinas básicas e técnicas durante três semestres. A temática Ciências da Terra é representada pela disciplina Geociências; a partir de 2011, a disciplina denomina-se Práticas em Ciências da Terra. O CEETEPS habilita vários profissionais para lecionarem Geociências, de engenheiros a tecnólogos. Diante desse fato, a pesquisa tem por principal objetivo identificar as práticas pedagógicas adotadas pelos docentes que ministram a disciplina, analisando o grau de formação dos docentes, seu envolvimento com os conteúdos da disciplina e suas práticas pedagógicas, e discutir o perfil necessário para tal habilitação. As informações necessárias foram coletadas por meio de questionários aos docentes e alunos, além de entrevistas com nove docentes, dentre quatorze escolas. Concluiu-se que os docentes não abordam todo o conteúdo programado devido a: (a) dificuldades estruturais do curso e das escolas, (b) práticas pedagógicas inadequadas e, em especial, (c) má formação acadêmica de 50% deles. Os motivos impedem que os alunos atinjam a visão sistêmica do planeta e desenvolvam as competências exigidas pela disciplina. Para garantir excelência ao ensino profissional, é preciso redefinir o perfil do profissional que leciona Geociências no CEETEPS, restringir a lista de profissionais habilitados, capacitar/reciclar professores na ativa, e alterar os critérios e o sistema de seleção de docentes das ETECs, além de implementar política de valorização do corpo docente
Abstract: Technical education has been the basis of professional qualification to young people who yearn to enter the labor market. The mid-level technical education, based on the methodology of developing skills, both behavioral and technical, is based on UNESCO's pillars of education: (a) learning to know, (b) learning to do, (c) learning to live, (d) learning to be. The State Center for Technological Education Paula Souza (CEETEPS), responsible for public technical education in the Sao Paulo state, working along with these principles, has been training professionals to work on the environment, among other areas. The Technical Course in Environment enables young people and adults to "take care" of the environment and man. With its own curriculum, developed along three main axes of Earth Sciences, Biology and Chemistry, ensures basic and technical courses during three academic semesters. Earth Sciences contents are represented by the discipline of Geosciences; since 2011, the name changed to Practices of Earth Sciences. The CEETEPS enables several professionals to teach Geosciences, from engineers to technicians. Given this fact, the objective of the research is to identify the pedagogical practices of a representative sample of teachers, and to analyse levels of teacher training and degrees of involvement by these professionals with related contents. The profile required for qualification of teachers is also discussed. The data was collected by means of questionnaires to teachers and students, and interviews with nine teachers of 14 schools. It was concluded that teachers do not address all the programmed contents due to structural difficulties of the course and schools, inappropriate teaching practices, and poor academic background by almost 50% of the sample. These reasons prevent students from reaching the systemic view of the planet and to develop the required skills. To ensure excellence in professional education, CEETEPS is suggested: (a) to redefine the profile of professionals who teach Geosciences; (b) to restrict the list of qualified professionals; (c) to enable a program for recycling in-service teachers; (d) to change the criteria and selection system of teachers, and (e) to implement an appreciation policy of teacher careers
Mestrado
Ensino e Historia de Ciencias da Terra
Mestre em Geociências

Student discipline issues can impact student achievement and disrupt the learning process in the school setting. Behavioral issues among female students have become prevalent in public schools, and disciplinary rates of African American female students are disproportionately high. School administrators have the responsibility to manage student discipline on their school campuses while ensuring a positive and safe learning environment for all students. Previous researchers have focused on student discipline of male students; there have been limited studies on the perspectives of school administrators on disciplinary practices for female students. The purpose of this study was to gain the perspectives of campus behavior coordinators (CBCs), school administrators designated by law to effectively manage student discipline on Texas public school campuses; specifically regarding female students. Social learning and labeling theories framed this generic qualitative study. Purposive sampling and discipline scenarios were used to collect in person data from 8 CBCs at 6 junior high schools in a public school district in Texas. Data content analysis entailed identifying emerging codes and themes from audiotaped and transcribed interviews. The findings of the study led to 6 themes identified; realtionships with students, student behavioral supports, traditional discipline practices, mandatory discipline practices, discipline concerns for female students, and school climate. The impact for social change will inform discipline practices of school administrators for female students; bring awareness of the state mandate and its implementation by school administrators, determine best practices to address student discipline, and explore behavioral supports for female students.

Este trabalho de pesquisa teve por objetivo elaborar, aplicar e avaliar as contribuições de unidades de ensino potencialmente significativas (UEPS) para a aprendizagem de conteúdos sobre o corpo humano e saúde, em uma turma de 8º ano, na disciplina de ciências em uma escola municipal de Bento Gonçalves/RS. A metodologia de pesquisa segue uma abordagem qualitativa, de natureza aplicada. Quanto aos objetivos, ela é do tipo exploratória. O procedimento metodológico adotado é a pesquisa participante. A análise dos resultados utilizou os dados registrados no diário de bordo da pesquisadora, bem como os trabalhos escritos, produções artísticas e a própria fala dos alunos, os quais, ao término de cada UEPS, foram utilizados para evidenciar se a aprendizagem foi significativa. As atividades desenvolvidas visaram desafiar a transposição dos conhecimentos teóricos em diferentes linguagens que pudessem evidenciar a ocorrência da aprendizagem significativa. A diversidade de estratégias atendeu ao objetivo de realizar uma avaliação qualitativa ao longo do processo. Ao término da aplicação das UEPS, foi possível verificar que esse é um método potencialmente facilitador da aprendizagem significativa e será divulgado na forma de um guia didático, no qual todas as atividades e recursos pedagógicos serão detalhados para que outros educadores tenham acesso e possam utilizá-lo.
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This research aimed to develop, implement and evaluate the contributions of Potentially Significant Teaching Units (UEPS: Unidades de Ensino Potencialmente Significativas, acronym in Portuguese that means Potentially Significant Teaching Units) for the learning content on the human body and health, in a class of eighth school year, in science discipline in a municipal school the city of Bento Gonçalves /RS. The research methodology follows a qualitative approach applied nature. As to the objectives it is the exploratory. The methodological procedure adopted is the participant research. The analysis used the data recorded in the logbook researcher, as well as written works, artistic productions and speech own students, which at the end of each UEPS were used to show if learning was significant. The activities aimed to challenge the implementation of theoretical knowledge in different languages that could show significant learning. The diversity of strategies attended the purpose of making a qualitative assessment throughout the process. At the end of the application of UEPS, we found that this is a potentially facilitative methodology of meaningful learning and thus deserves to be disclosed in form of didactic guide, so that other educators have access to these methodologies.

Independent living skills are extremely important for individuals with developmental disabilities as these skills aide in autonomy, lessen the burden on caregivers, and assist with integration into the community. An important skill that should be targeted is purchasing skills. Teaching purchasing skills can bring individuals into contact with new environments and access to items that would not have been available for them to access independently before learning the skill. Traditional purchasing skills often target teaching money and math skills. However, as technology advances, these skills are not only hard to teach to various individuals but may be outdated. There have been a few studies that targeted teaching purchasing skills to individuals using forms other than cash. This study taught debit card purchasing skills using a multiple baseline across participants design to individuals with developmental disabilities and evaluated the effects of using multiple exemplar training on generalization to novel settings. All three study participants showed improved performance after training by demonstrating 87% or more of the steps accurately in the natural setting during post-training generalization probes to the trained stores (average across the three participants and three stores was 90%). Two out of three participants generalized the skill to a novel store with at least 90% accuracy. The third participant generalized the skill to a novel store with 83% accuracy. Maintenance probes were conducted for two of the three participants and those two participants were able to maintain the skill well above baseline accuracy.

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This research was carried out to analyze possible consequences of formal learning, in a public grade school of the town Mirante do Paranapanema-SP, in the discipline Physical and Biological Sciences, on the part of eight-grade pupils (nowadays the ninth grade) attending Grade School Cycle II, concerning the food intake and quality of life of the pupils respective families. It is a qualitative research comprising 20 pupils of the grade at issue and their families; three teachers and three managers of that school; a doctor providing care at the health unit of the district where the school is located. The collecting of data was made by means of informal observations which were, subsequently, developed in a systematic way, with registrations in a logbook , in which commentaries, occasional facts, sidebar chats, and events involving participants were recorded. Besides such observations, interviews were held. The results showed that the very fact that the pupils studied the discipline Physical and Biological Sciences, at the eight grade of Grade School, does not have meaningful implications concerning their families food intake habits and health care. One found out that, within the researched universe at issue, TV is their main reference as source of information about health and food intake. To review communication with its pupils and respective families, may be perhaps the course to be followed by the school so that its teachings become more meaningful.
A presente pesquisa objetivou analisar possíveis consequências da aprendizagem escolar, em uma escola pública na cidade de Mirante do Paranapanema - SP, na disciplina Ciências Físicas e Biológicas, de alunos da oitava série (atual nono ano) do Ensino Fundamental Ciclo II, referente à alimentação, saúde e qualidade de vida de suas famílias. Trata-se de uma pesquisa de natureza qualitativa, que contou com a participação de 20 alunos da série especificada e suas respectivas famílias; três professores e três gestores da unidade escolar; um médico que atende no Posto de Saúde localizado no mesmo bairro em que a escola objeto da pesquisa se localiza. A coleta de dados ocorreu mediante observações informais que, posteriormente, desenvolveram-se de modo sistemático, com registros em um diário de bordo , no qual foram anotados comentários, fatos ocasionais, conversas paralelas, acontecimentos que envolvessem os participantes. Além das observações, foram realizadas entrevistas. Os resultados indicaram que o fato de os filhos cursarem a disciplina Ciências Físicas e Biológicas, na 8ª série do Ensino Fundamental, não tem implicações significativas quanto a hábitos alimentares e cuidados com a saúde de seus familiares. Verificou-se, no universo pesquisado, que a TV é a principal referência das famílias para informações sobre saúde e alimentação. Repensar sua comunicação com os alunos e com as famílias, talvez seja o caminho a ser seguido pela escola para que seus ensinamentos se tornem mais significativos.

The purpose of this study was to evaluate the process and outcomes of using the Teaching Tools for Young Children with Challenging Behavior (TTYC) with two kindergarten classroom teachers and two high functioning children with autism spectrum disorders engaging in moderate problem behavior during daily classroom routines. The focus was to evaluate the extent to which the kindergarten teachers could adequately use the TTYC toolkit with minimal behavioral consultation in the assessment and intervention process and to examine its impact on student behavior. A multiple baseline design across routines was used for each child to evaluate the child outcomes. The results indicated that the teachers successfully used the TTYC toolkit to design and implement routine-based intervention plans with fidelity, and their implementation of the intervention plan led to increased replacement behavior and decreased problem behavior across routines for both children. Improved levels of behaviors were maintained at 2-week follow up for one child.

The curricula of scientific disciplines have been one of the topics discussed in various spheres related to the educational system, but also the object of scholarly study. In Brazil, the curricula have their basis in the National Curriculum Parameters (PCNs) and National Curriculum Guidelines (DCNs), which receive normative instructions from Departments of Education and undergoing adaptations in different instances to its effective implementation in the reality of each school community. Thus, although we have the same basic curriculum, we are faced with many distortions, considering socioeconomic differences in our country. Recently the National Secondary Education Examination (Enem) began to be used as a selection process for entry in public universities and now it has greater importance to the school community. Therefore, the curriculum that supports the Enem should be examined more carefully. The objective of this study is to verify if the Enem curriculum reflects what the school community of high school in Santa Maria - RS expect that should be studied in the Biology discipline. Data were collected using a structured questionnaire with a Likert scale. The questionnaire was applied to the target population consisting of parents, students and teachers from high schools in Santa Maria, with different socioeconomic profiles. Among the findings, the teachers and students revealed spontaneously concerns with the amount of content to be studied. The data shows, also, the importance of the entrance exam for private schools students, which consequently overvalue the "classics" content of the discipline at the expense of those that emphasize social issues (environmental conservation, disease, drugs, sanitation, etc...). In public schools, students and teachers complain about the excessive intricacy of some content and generally acknowledge the importance of the content of social interest. In the federal school where the students pass by a selection process to enter, there seems to be more likely to value nearly all contents. These students criticize, however, how some topics are developed. Regarding the parents who participated in the survey, there appears to be a concern with the accumulation of "knowledge" and therefore tend to give importance to quantity without many questions about how the contents are developed.
Os currículos escolares das disciplinas científicas têm sido um dos temas discutidos nas diferentes esferas ligadas ao sistema educacional, como também objeto de pesquisas acadêmicas. No Brasil, os currículos têm sua base nos Parâmetros Curriculares Nacionais (PCNs) e nas Diretrizes Curriculares Nacionais (DCN), que recebem instruções normativas das Secretarias de Educação e acabam sofrendo adaptações em diferentes instâncias até sua efetiva aplicação segundo a realidade de cada comunidade escolar. Desta forma, apesar de termos a mesma a base curricular, nos deparamos com muitas distorções, considerando as diferenças socioeconômicas do nosso país. O fato do Exame Nacional do Ensino Médio (Enem) passar a ser usado no processo de seleção de ingresso ao ensino superior de algumas universidades fez com este passasse a ter maior importância para a comunidade escolar. Portanto, a matriz curricular que embasa a prova anual merece ser analisada com atenção. O objetivo deste trabalho é verificar se a matriz curricular do Enem reflete o que a comunidade escolar do ensino médio de Santa Maria RS entende que deva ser estudado na disciplina de Biologia. Os dados foram coletados através da aplicação de um questionário estruturado com a escala de Likert. O questionário foi aplicado à população alvo constituída de pais, alunos e professores de escolas de ensino médio de Santa Maria com diferentes realidades socioeconômicas. Entre os resultados encontrados nos 13 itens questionados, percebemos que a comunidade concorda que os conteúdos listados pela matriz curricular do Enem devem ser trabalhados na disciplina de Biologia, sendo que os alunos das escolas particulares valorizam os conteúdos clássicos da disciplina em detrimento daqueles que enfatizam as questões sociais (conservação ambiental, doenças, drogas, saneamento básico, etc.). Na escola federal é onde há maior valorização dos conteúdos. Os segmentos professores e alunos, revelaram de forma espontânea, preocupação com a quantidade de conteúdos a serem trabalhados e, nas escolas públicas, com o excesso de detalhes de alguns conteúdos e, de maneira geral, reconhecem a importância dos conteúdos de viés social. Os alunos da escola federal criticam a forma de abordagem em alguns casos. Em relação aos pais parece haver uma preocupação com o acúmulo de conhecimento e por isso tendem a dar importância a todos os conteúdos. Os dados mostram também, a importância do vestibular para a comunidade.

Orientador: Henrique Cesar da Silva
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias
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Resumo: Nesse trabalho busquei compreender como estudantes de um curso de licenciatura em Ciências Biológicas de uma universidade pública produzem sentidos sobre as interações entre ciência, tecnologia, sociedade e ambiente, tendo como uma das condições de produção uma disciplina de Geologia, e, além disso, quais sentidos são produzidos. Para esse estudo me apoiei em abordagens CTSA, e na Análise de Discurso (AD) da linha francesa. O imaginário, que inclusive intitula essa pesquisa, é entendido a partir da AD como aquilo que se crê ser real, crença materializada no e pelo discurso, aquilo com que o sujeito explica o que é o mundo e os papéis nele representados, sendo que isso se dá a partir de construções sociais, históricas, políticas, econômicas e culturais. Uma entrevista semi-estruturada foi elaborada, de tal forma que suas perguntas e imagens remetessem à disciplina e em particular ao trabalho de campo, ao mesmo tempo em que aspectos sobre ciência, tecnologia, sociedade e ambiente eram questionados. Em relação ao referencial CTSA, destaquei temas recorrentes na literatura, como formação para a cidadania, participação, tomada de decisão, e não neutralidade da ciência e dos cientistas, além do tópico "ser pesquisador, ser professor". As análises dos discursos dos estudantes indicam, entre outros aspectos, que eles acreditam que a participação da sociedade e a tomada de decisão em assuntos relacionados à ciência e tecnologia têm como condição necessária o domínio do conhecimento científico hegemônico. Os outros conhecimentos, silenciados pelo sentido de verdade exclusivo da ciência, acabam deixando de existir no imaginário dos que vivenciam a mesma cultura. A disciplina estudada gerou deslocamentos nos sentidos dos estudantes sobre ciência, sociedade e ambiente principalmente quando a questão do trabalho foi apresentada pelo professor como um fator constituinte do ambiente, trazendo assim o sentido do socioambiental, em contraste com a noção de ambiente como algo que se restringe a aspectos da fauna e da flora. Outro aspecto marcante dos discursos foi a constante construção de sentidos sobre ciência, tecnologia, sociedade e ambiente partindo-se de concepções biológicas.
Abstract: This work seeks to understand how Biology licentiate students of a Brazilian public university produced meanings about on the interactions between science, technology, society and the environment in the context of a Geology class, as well as which ideas were developed and in which terms field activities carried out might be considered approximations to a STSE Education approach. The study is based on the concept of a Science, Technology, Society and Environment Education (STSE) and in the French school of Discourse Analysis (DA). The "imaginary", which was included in the title of the study, is understood by DA as that which is believed to be real, a belief that materializes on and by means of a discourse or that with which an individual explains what the world is and how parts are played in it, all of which filtered by social, historical, political and economic constructs. In order for questions to relate to the class and specifically to fieldwork - while still queried about aspects regarding science, technology, society and the environment - students were subjected to a semi-structured interview. As to the STSE background, recurring topics on the theme's literature - such as citizen education, participation, decision-making and the non-neutrality of science and scientists (besides a topic entitled "being a researcher, being a teacher") - were pointed out. Discourse analysis on student speech indicate that they believe that citizen participation and decision-making in science- and technology-related matters are believed to be conditioned on mastering the hegemonic scientific knowledge. Other forms of knowledge are silenced by science's exclusive sense of truth and come to vanish from the imaginaries of those in the same culture. Also noteworthy were the ideas on science, technology, society and the environment based on biology. The geology class brought about changes in the students senses concerning science, society and the environment, especially when the teacher presented an issue for an assignment as a variable within the environment, thus generating a social-environmental perspective - in contrast with the notion of environment as restricted to animals and plants.
Mestrado
Mestre em Ensino e Historia de Ciencias da Terra

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
A disciplina Ciências surgiu como obrigatória no currículo brasileiro da Educação Básica na década de 1930, tendo a perspectiva de integração dos conhecimentos das áreas de Biologia, da Física e da Química desde o início. Contudo, desde sua criação, poucas instituições de ensino superior se propuseram a formar professores com o perfil esperado, ou seja, para atuação no ensino fundamental, atualmente do 6º ao 9º ano. Entretanto, percebe-se que a formação de professores para este nível vem sendo realizada pelas licenciaturas em Biologia, Física e Química cujo foco é a preparação para atuação no ensino médio. Portanto, tendo em vista este quadro, discutimos neste trabalho sobre os possíveis desafios para a atuação de professores que lecionam a disciplina Ciências. Os dados foram obtidos por questionários e entrevistas semi-estruturadas realizadas com um grupo de professores que lecionam a disciplina e foram analisados segundo o referencial da Análise de Conteúdo. Quanto ao curso de graduação dos sujeitos, verificamos predomínio de formação em Biologia; encontramos divergências entre as concepções sobre o ensino de ciências e as orientações presentes em documentos curriculares (PCN e CBC), reforçando a divisão em Biologia, Física e Química; verificamos ainda dificuldades em abordar conteúdos da Física e da Química, além de formação pedagógica limitada para atuação na disciplina Ciências. Contudo, apresentaram concepções sobre interdisciplinaridade que, se por um lado se distanciam do campo científico, por outro, são compatíveis com as características do campo escolar. Entretanto, tais concepções ainda carecem de um embasamento teórico. Assim, foi possível caracterizar um quadro com vários desafios para a atuação dos sujeitos investigados. Dessa maneira, entendemos que para uma atuação mais alinhada com os objetivos da disciplina Ciências, considerando os documentos oficiais brasileiros e para a superação dos desafios encontrados pelos professores, é necessária a implementação de práticas docentes interdisciplinares mais efetivas em cursos que formam professores que atuarão na disciplina Ciências, além de investimentos na criação de licenciaturas que propiciem uma formação específica para a atuação na disciplina Ciências do 6º ao 9º ano.
The subject of Science emerged as a compulsory course in the Brazilian Basic Schooling at the 1930‟s, having as its perspective the connection with the knowledge of Biology, Physics and Chemistry fields since its beginning. However, since the creation of this course, few high educational have proposed to train teachers with the expected profile, in other words, to act at the elementary schooling, nowadays from the 6th to the 9th grade. Nevertheless it is noticed that this training has been carried out by graduation courses such as Biology, Physics and Chemistry of which the focus is the preparation for teaching at High School. Therefore, having in mind this situation, in this work we discuss the possible challenges for teachers who work with the Science subject. The data were obtained through surveys and semi-structured interviews with a group of teachers who work with this subject and were analyzed according to the referential of the Subject Analysis. As for the graduation courses of the individuals, we verified a predominance of a Biology schooling; we found out divergences between the conceptions about the Science teaching and the guidelines presented in official curriculum documents (PCN and CBC), reinforcing the division in Biology, Physics and Chemistry; we also verified difficulties on approaching Physics and Chemistry subjects beyond the pedagogical schooling limited to act with the Science subject. However, they presented conceptions about interdisciplinarity that, if on the one hand they are far away from the scientific field, on the other hand, they are consistent with the characteristics of the school field. Nevertheless such conceptions still have a lack of theoretical background. Thus, it was possible to characterize a framework with many challenges for the acting of the investigated individuals. So, we understand that to act in a proper way, according to the Science curriculum goals, considering the Brazilian official documents and to overcome the challenges faced by the teachers, it is necessary the implementation of more effective interdisciplinary teaching practices in courses which are responsible to graduate teachers who are going to work with Science Subject as well as investments on the creation of graduation courses which propitiate a specific schooling to work with the Science Subject from 6th to 9th grades.

O presente estudo, de natureza qualitativa e etnográfica, teve como grande objetivo a compreensão dos fatores que podem influenciar a aprendizagem dos alunos do 10° ano na disciplina de Ciências Físico-Químicas. Foram para isso inquiridos onze professores dessa disciplina, através de entrevistas semiestruturadas. Nelas se procurou também caracterizar a forma como esses professores avaliavam o impacto pedagógico do novo programa da disciplina. Através de análise de conteúdo dos discursos dos entrevistados, foi possível identificar algumas condicionantes que, na sua perspetiva, dificultam a aprendizagem dos alunos na disciplina em causa, destacando-se aqui as seguintes: insuficiências na gestão das atividades experimentais, insuficiências dos alunos em Matemática e Língua Portuguesa, falta de hábitos e métodos de trabalho, linguagem da própria ciência e metodologias didáticas inadequadas. O problema da motivação, afetando os alunos mas também os professores, foi igualmente bastante relevado. A maioria dos entrevistados pareceu, contudo, acreditar que, com o novo programa e uma mais efetiva articulação entre os professores, o nível de sucesso dos alunos do 10° ano poderá, de facto, aumentar. /ABSTRACT - The following study, of qualitative and ethnografic nature, had the purpose of understanding the factors that may influence the 10"' from student's at the subject Physico-Chemistry Sciences. As such, eleven teachers of the subject mentioned before, were questioned, using semi-structured interviews they also tried to characterize the way these teachers assessed the pedagogic impact of the new syllabus on this subject. Analyzing the contents of the interviewed speeches, it was possible to identify some conditioning that, according to them, make the students' learning difficult at this subject, pointing out the following: insufficiencies in the experimental activities management, students’ insufficiencies at Mathematics and Portuguese Language, lack of work methods and habits, scientific language, and inadequate didactic methodologies. The motivation problem, affecting not only students but also teachers, was also pointed out. However, most interviewed seemed to believe that, with the new syllabus and a more effective teachers' articulation, the level of 10'h form student’s success can, in fact, increase.

Acompanha produto: Ensino de ciências...
A Educação Ambiental é fundamental para criar um novo modelo de comportamento humano em relação ao ambiente e à natureza e a escola poderá ser o ambiente ideal para promover esta Educação. Embora muitas escolas tratem deste tema através de diversos projetos, nem sempre conseguem alcançar os objetivos pretendidos. A importância da Educação Ambiental para o desenvolvimento sustentável e o papel do engenheiro como agente transformador do meio foi determinante para que o Conselho Nacional de Educação através da resolução CNE/CES 11, de 11 de março de 2002, que institui as Diretrizes Curriculares Nacionais do Curso de Graduação em Engenharia em seu Art. 6º, § 1º, incluísse a disciplina de Ciências do Ambiente no núcleo de conteúdos básicos dos cursos de Engenharia. Porém, como nos demais níveis de educação formal, nem sempre o resultado atende à proposta da disciplina e ao projeto pedagógico do curso. Com o propósito de contribuir para a mudança desta realidade, foi realizada esta pesquisa. Este estudo parte de uma pesquisa qualitativa que utilizou análise documental do projeto pedagógico do curso de bacharelado em Engenharia Elétrica na UTFPR, campus Curitiba. A análise concentrou-se nos objetivos do curso, competências, atitudes e habilidades e perfil profissional do egresso e nas ementas das disciplinas de Ciências Ambientais que compõem a grade curricular. A partir desta identificação definiram-se os assuntos propostos para a reformulação da ementa e do conteúdo programático da disciplina de Ciências do Ambiente, que constitui o objetivo desta pesquisa e o produto desta dissertação. Os dados coletados foram submetidos à análise de conteúdo com base nos seguintes aspectos: Diretrizes Curriculares Nacionais do Curso de Graduação em Engenharia, A Educação Ambiental no contexto universitário e as Diretrizes Curriculares Nacionais para a Educação Ambiental – DCNEA, no ensino superior. Dentre os principais resultados deste estudo pode-se inferir que a reformulação da ementa e dos conteúdos programáticos da disciplina de Ciências do Ambiente presente na grade curricular do projeto pedagógico do curso (PPC), pode contribuir com a ambientalização curricular e com a sensibilização do futuro profissional de engenharia elétrica para a responsabilidade socioambiental.
Environmental Education is fundamental to create a new model of human behavior regarding to the environment and nature and school could be the ideal environment to promote this education. Although many schools address this issue through a variety of projects, they are not always able to achieve their intended goals. The importance of Environmental Education for sustainable development and the role of the engineer as a transforming agent of the environment was decisive for the National Education Council, through resolution CNE/CES 11 of March 11, 2002, that establishes National Curricular Guidelines for the Engineering Graduate Course in its Art. 6º, § 1º, to include the course of Environmental Sciences in the nucleus of basic contents of the engineering graduate courses. However, as in the other levels of formal education, the result does not always meet the course proposal and the pedagogical program of the course. In order to contribute to the change of this reality, this research was carried out. This study is based on a qualitative research that used a documentary analysis of the pedagogical program of the bachelor's degree course in Electrical Engineering at UTFPR, campus Curitiba. The analysis focused on the objectives of the course, competencies, attitudes and abilities and professional profile of the egress student and in the programs of the Environmental Sciences courses that compose the curricular grid. From this identification were defined the proposed subjects for the reformulation of the programs of the course of Environmental Sciences, which is the product of this dissertation. The collected data were submitted to content analysis that was based on the following aspects: National Curricular Guidelines of the Engineering Undergraduate Courses, Environmental Education inside the university context and the National Curricular Guidelines for Environmental Education - NCGEE, in higher education. Among the main results of this study it can be inferred that the reformulation of the program and the contents of the Environmental Sciences course present in the curricular grid of the pedagogical project of the course (PPC), can contribute to the curricular environmentalization and the sensitization of the future electrical engineering professional to the socioenvironmental responsibility.

O Ensino Médio Politécnico trata-se de uma proposta de mudança curricular oriunda da Secretaria de Educação do Rio Grande do Sul, sugerida frente à demanda de melhoras neste nível de ensino, que foi implantada no Estado a partir do ano de 2012 e que está alicerçada em diversos pressupostos, dentre os quais se destacam a interdisciplinaridade, o currículo integrado e a criação de áreas do conhecimento, pelo agrupamento de disciplinas afins. Na área das Ciências da Natureza, por exemplo, foram unidas as disciplinas de química, física e biologia e os docentes de cada componente precisam, de acordo com a proposta, trabalhar de forma integrada e interdisciplinar. Portanto, considerando estas mudanças decorrentes da chegada desta proposta nas Escolas Públicas Estaduais de Ensino Médio, esta pesquisa se propôs a investigar de que maneira a interdisciplinaridade passou a estar presente na prática dos educadores da área das Ciências da Natureza e, também, averiguar de que forma esta prática interdisciplinar poderia ser construída a partir da interação dos saberes destes docentes. Para tanto, foi utilizada a metodologia de pesquisa etnográfica que, através de questionários, entrevistas, observações e análises de documentos, permitiu coletar dados contendo as percepções e opiniões dos sujeitos investigados acerca dos temas da pesquisa. Nove educadores da área das Ciências da Natureza, de duas Escolas Públicas Estaduais de nível médio do norte do Rio Grande do Sul, participaram da pesquisa e os dados foram tratados sob o viés da Análise Textual Discursiva que possibilitou identificar entraves e alternativas para que a prática interdisciplinar seja viabilizada por meio dos saberes docentes. Assim, a tomada de consciência trazida pela proposta foi efetiva e, mesmo com alguma resistência inicial, os educadores trabalham construindo novos saberes experienciais para, aos poucos, construírem a prática interdisciplinar no Ensino de Ciências da Natureza, com opções teórico-metodológicas adequadas para uma ação pedagógica contextualizada com a realidade da comunidade escolar.
The Ensino Médio Politécnico it is a proposal for curriculum change coming from the Secretaria de Educação do Rio Grande do Sul, suggested to satisfy the demand of improvements at high school, which was implemented from the year 2012 and is based on many assumptions, among which the interdisciplinary, integrated curriculum and the creation of areas of knowledge, by grouping correlated disciplines. In the area of Natural Sciences, for example, the chemistry, physics and biology were united and teachers of each disciplines must, according to the proposal, work in an integrated and interdisciplinary way. Therefore, considering these changes resulting from the arrival of this proposal in the Public Schools, this research was to investigate how interdisciplinary is now present in the practice of educators in the area of Natural Sciences and also ascertain that how this interdisciplinary practice could be constructed from the interaction of knowledge of these teachers . Then, the ethnographic research methodology was used and, through questionnaires, interviews, observations and document analysis, allowed to collect data containing the perceptions and opinions of the investigated teachers about the research themes. Nine educators in the area of Natural Sciences of two Public High Schools northern of Rio Grande do Sul, participated in the survey and the data were treated under the bias of Textual Analysis Discourse that enabled the identification of barriers and alternatives to the practice interdisciplinary is made possible through teaching knowledge. Among the barriers, the short time for planning and the extensive workload were the most frequently cited by teachers and, among the alternatives to overcome these barriers, the knowledge themselves appeared - in addition to continuing instruction - as manner for change and overcoming the disciplinary way, requesting more time for dialogue and interact among the educators. Thus, the awareness brought by the proposal was effective and even with some initial resistance, educators work building new experiential knowledge to gradually build interdisciplinary practice in Natural Science Education, with theoretical and methodological options appropriate for a contextualized pedagogical action with the reality of the school community.

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Teaching programming is a great challenge in every educational stage and in several institutions of the world, being a general problem in the area of computing education. In the Brazilian Informatics vocational high school programs, historical issues of the Professional Education System in Brazil make this problem even harder. With these issues in mind, we proposed and evaluated a teaching approach based on spiral learning associated with programming environments for novices and contexts relevant to students, aiming to improve motivation and learning in programming courses. Three case studies were carried out: one in Midlle School, and two in vocational high school programs in Informatics in Feira de Santana, Bahia, Brazil. The case studies were split into three contextualized blocks, where programming content was learned through a context, using appropriate tools. Contexts such as games, geometric figures and images were used, as well as Scratch, JES and PPlay tools. Given the qualitative and quantitative nature of this research, we used sur- veys, interviews, observations, evaluations and logbooks to obtain the data. Results on motivation are described in terms of the ARCS model (Attention, Relevance, Confidence and Satisfaction), and the results on learning are described from student exams and qualitative data. Results point to high levels of motivation during the whole approach and to the influence in student motivation of either maintaining or changing context and tools used in each block. Regarding learning, results demonstrate that the approach has enhanced learning of some concepts. One noti- ces that Scratch helped in understanding Functions, Select and Repeart Structures, and that the use of the Python language led to better understanding of Variables and Relational Operators. About object-oriented programming concepts, students showed ease with Classes, Constructors, Objects and Variables. This study also reveals the mutual influence between student motivation and learning. The results, materials, research design and the courses presented in this work may contribute to the design of other vocational courses and to the research on teaching and learning programming.
O ensino de programa??o ? um grande desafio em todas as modalidades de ensino e em v?rias institui??es de diversos pa?ses, configurando-se como um problema geral na ?rea de Computa??o. Nos cursos t?cnicos em inform?tica brasileiros, somam-se os problemas hist?ricos da Educa??o Profissional no Brasil. Diante destes problemas, buscou-se a motiva??o e o aprendizado em disciplinas de programa??o, atrav?s de uma abordagem se ensino em espiral e contextualizada. Foram realizados tr?s estudos de caso: um, no ensino Fundamental, e dois, em cursos t?cnicos de Inform?tica, no munic?pio de Feira de Santana, Bahia. Os estudos de caso foram divididos em tr?s blocos contextualizados, onde estudavam-se conte?dos de programa??o atrav?s de um contexto, usando ferramentas apropriadas. Foram utilizados contextos como Jogos, Figuras geom?tricas e Imagens, assim como as ferramentas Scratch, JES e PPlay. Tendo em vista o car?ter qualitativo e quantitativo da pesquisa, utilizamos question?rios, entrevistas, observa??es, avalia??es e di?rios de bordo para obten??o dos dados. Os resultados sobre motiva??o s?o descritos em termos do modelo ARCS (Aten??o, Relev?ncia, Confian?a e Satisfa??o), enquanto que os resultados sobre aprendizagem s?o descritos a partir das avalia??es e dos dados qualitativos. Os resultados apontam para altos ?ndices de motiva??o, durante toda a abordagem e para a influ?ncia direta da manuten??o ou mudan?a do contexto e das ferramentas, utilizadas nos blocos, na motiva??o dos estudantes. Quanto `a aprendizagem, os resultados demonstram que a abordagem potencializou a aprendizagem de alguns conceitos. Percebe-se que o Scratch auxiliou na compreens?o de Fun??o, Estruturas de Repeti??o e Sele??o e que o uso da linguagem Python possibilitou uma maior compreens?o sobre Vari?veis e sobre Operadores Relacionais. Quanto ? orienta??o a objetos, os estudantes apresentaram facilidades em Classes, Construtores e Objetos. Este estudo revela ainda, rela??es de influ?ncia entre a motiva??o dos estudantes e a aprendizagem. Espera-se que os resultados, os materiais e o design da pesquisa e das disciplinas, aqui apresentados, possam contribuir para a concep??o de disciplinas de programa??o em outros cursos t?cnicos e para a investiga??o sobre o ensino-aprendizagem de programa??o.

The teaching of sciences has been a challenge for education, considering that the students do not demonstrate to realize the usefulness of the contents given in classes and the teachers refer themselves to difficulties to carry out assignments at school. The investigation may be a way of promoting a better performance of these professionals in the quotidian of schools and encouraging the teachers and students growth in educational and social level. Before this, the aim of this study was to investigate the science teachers life quality and the relationship of their subject-matters with the student s quotidian. Two distinct populations were studied: 1) science teachers working in a public school in the interior of the state of Rio Grande do Sul and; 2) the students enrolled in the final degrees of the Primary School and in Youth and Adult Education (EJA) at the same school. The teachers filled out a self-applied form with five sets of questions, with information about demographic, economic, occupation characteristics, domestic activities, physical exertion, physical health, mental health and medical diagnoses. The students answered to a semi-structured questionnaire subjected to Content Analysis and Descriptive Statistics. In this research it was observed that the dedication of the science teachers requires long concentration periods in the same task (87%), 71% feel nervous and 41% feel irritated. Regarding to the mental health of the teachers surveyed in this study, it was detected that the most frequent symptoms were feeling nervous, tense or worried (83%). Among the students of the final series of Ensino Fundamental surveyed, 59.9% considered that physical well-being is related to health of organism, 64.7% answered that they may modify their body through physical activity, 72.5% believe that the content learned in sciences can help them to live better, 47.1% would like to see subjects related to health and organism during sciences classes, 80.4% think that those classes could be more interesting if the teachers related the content to the everyday life. Even then, the students participants from EJA , 55.1% considered that the physical well-being is related to health, 53.9% maintain that they feel better with their body from physical activity, 66.3% responded that the content learned in sciences could help them to live better, 76.5% would like to see matters related to health and organisms during science classes and 72.0% think that these classes could be more interesting if the teachers related the content to the quotidian. From the data of this work it was possible to detect that at this school there is a lack in relation to the theme health, because the teachers reported several complaints related to health and the students requested that themes from quotidian are approached in science in science classes mainly the ones related to health and welfare. The knowledge of these evidences can contribute for the building of measures for the reorganization of systematics of working, thereby assisting the teachers and students school performance.
O ensino de ciências tem sido um desafio para a educação, pois os alunos não apresentam perceber a utilidade dos conteúdos ministrados nas aulas e os professores referem-se a dificuldades para desempenharem as suas atribuições na escola. A investigação pode ser uma forma de promover um melhor desempenho desses profissionais no cotidiano das escolas e favorecer o crescimento dos professores e alunos em nível educacional e social. Diante disso, o objetivo desse estudo foi investigar a qualidade de vida dos professores de ciências e a relação das suas disciplinas com o cotidiano do aluno. Foram estudadas duas populações distintas: 1) os professores de ciências em exercício em uma escola pública no interior do Rio Grande do Sul e; 2) os alunos matriculados nos anos finais do ensino fundamental e na Educação para Jovens e Adultos da mesma escola. Os professores responderam a um formulário autoaplicado com cinco blocos de questões, com informações acerca das características demográficas, econômicas, ocupacionais, atividades domésticas, esforços físicos, saúde física, saúde mental e os diagnósticos médicos e os alunos responderam a um questionário semi-estruturado, submetido à Análise de Conteúdo e Estatística Descritiva. Nesta pesquisa foi observado que a dedicação dos professores da área de ciências exige longos períodos de concentração em uma mesma tarefa (87%), 71% sentem-se nervosos e 41% sentem-se irritados. Em relação á saúde mental dos professores pesquisados neste trabalho detectou-se que os sintomas mais frequentes foram sentir-se nervoso, tenso ou preocupado (83%). Entre os alunos pesquisados dos últimos anos do ensino fundamental, 56,9%, consideraram que bem estar físico está relacionado à saúde do organismo, 64,7% responderam que poderiam modificar seu corpo através da atividade física, 72,5% acreditam que os conteúdos aprendidos em ciências podem ajudá-los a viver melhor, 47,1% gostariam de ver assuntos relacionados à saúde e ao organismo durante as aulas de ciências, 80,4% acham que essas aulas poderiam ficar mais interessantes se os professores relacionassem os conteúdos com o cotidiano. Já os alunos participantes da EJA, 55,1%, consideraram que bem-estar físico está relacionado à saúde, 53,9% afirmam se sentir melhor com o seu corpo a partir da atividade física, 66,3% responderam que os conteúdos aprendidos em ciências poderiam ajudá-los a viver melhor, 76,5% gostariam de ver assuntos relacionados à saúde e ao organismo durante as aulas de ciências e 72,0% acham que essas aulas poderiam ficar mais interessantes se os professores relacionassem os conteúdos com o cotidiano. A partir dos dados desse trabalho foi possível detectar que nessa escola existe uma carência em relação ao tema saúde, pois os professores relataram diversas queixas em relação à saúde e os alunos solicitaram que temas do cotidiano sejam abordados nas aulas de ciências principalmente os relacionados à saúde e ao bem-estar. O conhecimento dessas evidências pode contribuir para construção de medidas para a reorganização da sistemática de trabalho auxiliando assim o desempenho escolar dos professores e alunos.

O presente estudo objetivou analisar para uma melhor compreensão do processo de construção dos saberes que estão relacionados à atuação dos licenciandos nas aulas práticas de laboratório, durante a formação docente inicial em Ciências Biológicas. A metodologia utilizada foi de cunho quantitativo e qualitativo. A estratégia foi a pesquisa-ação, que apresenta-se como processo contínuo de aprendizagem, com participação coletiva e possibilidade de transformação organizacional. O campo de investigação foi a Faculdade de Ciências Humanas do Sertão Central – FACHUSC, na Cidade de Salgueiro/PE. Constituíram-se sujeitos desse estudo os discentes do 5º e 6º período do Curso de Ciências Biológicas, que desenvolveram seus estágios, orientado através da Disciplina Estágio Supervisionado, em 15 escolas-campo de estágio da FACHUSC. Para a coleta de dados, foram aplicados questionários semi-estruturados. Os resultados apontaram, no primeiro momento da pesquisa-ação, nas fases preparatória e exploratória, que a maioria das escolas campo de estágio,não possuem laboratórios de aulas práticas e que os educadores quase não desenvolvem atividades experimentais, sendo que o ensino de ciências tem sido mais teórico do que prático. Foi sugerido para o segundo momento da pesquisa-ação, nas fases: ação, avaliação e conclusiva, a realização de seminários com temáticas discutidas sobre o laboratório de aulas práticas, intensificar o seu uso através de minicursos, capacitações e envolvimento de todos os segmentos da escola em possibilidade de mudanças, que, segundo a percepção dos sujeitos,já deveria estar acontecendo na formação inicial dos professores de Ciências e Biologia. A fase da ação resultou em 12 projetos de intervenção pedagógica visando a utilização dos laboratórios de ciências em aulas práticas, proporcionando um maior dinamismo e autonomia dos alunos no desenvolvimento dos conteúdos relacionados a biologia e ciências. Enfim, programas que priorizem práticas pedagógicas envolvendo metodologias ativas, principalmente na área de formação de professores em Biologia e Ciências, certamente serão uma importante contribuição em termos de política educacional nos cursos de Licenciatura, ora ainda necessitando de maiores investimentos por parte dos gestores públicos.
This study aimed to analyze for a better understanding of the construction process of knowledge that are related to the performance of graduates in laboratory practical classes during the initial teacher training in Biological Sciences. The methodology used was quantitative and qualitative nature. The strategy was to search action, which appears as a continuous learning process, with collective participation and the possibility of organizational transformation. The research field was at faculty of Humanities of the Sertão Central - FACHUSC in Salgueiro / PE city. They constituted subjects of this study the students of 5th and 6th period of Biological Sciences Course, which developed their oriented stages through the discipline Supervised stage 15 stage-field schools FACHUSC. To collect data, interviews and questionnaires were used, with type semi structured questions. The results showed, in the first moment of action research, in preparatory and exploratory phases that most schools training field, do not have practical classes and laboratories that educators hardly develop experimental activities, and science education has been more theoretical than practical. It was suggested for the second phase of action research, the action phase, evaluation and conclusive seminars with themes discussed on the laboratory practical classes, intensifying its use through short courses, training and involvement of all segments school in the possibility of change, which, as perceived by the subject, should have been going on in the initial training of science and biology teachers. The phase of action resulted in 12 educational intervention projects aimed at the use of science labs in practical classes, providing greater dynamism and autonomy of students in the development of content related to biology and science. Finally, programs prioritize pedagogical practices involving active methods, especially in the teacher training area in Biology and Science, will certainly be an important contribution in terms of educational policy in degree courses, sometimes even requiring larger investments by of public officials.

Although a concern for gender equity provided the framework for this research, the results of this study highlighted the fact that the question of equity should be broadened to include concern for the tier of talented women and men who currently choose not to persist in an undergraduate computer science major. This investigation captured the experience of three male and two female first year undergraduate computer science majors (and two instructors) over the course of their first two college terms. Sources of data included interviews, classroom observations, electronic mail journal comments, and casual conversation. Subtle elements of potential gender discrimination were a part of the rich data collected but the students did not mention such factors. Rather, in faithfully portraying the students' perspectives, this research presented the students' candid discussion of the function of more obvious factors in their experiences. Difficulties with concepts of mathematical proof and computer programming were significant factors in the students' experiences. Students not experienced with mathematical proof or computer programming failed to develop an understanding of the basic principles in the respective course. Student difficulties were matched by the struggles of teaching faculty as they looked for input to support improvement in their teaching. Many of the factors identified by the students were found in the general undergraduate experience. All of the students knew little about careers in computer science and were anxious to learn more. The female students wanted their career to involve work they enjoyed. The male students wanted assurances that they could compete and find financial security in their career. The students valued support they found in a variety of forms and were disappointed in the lack of support found in advising sessions. Students struggled with inadequate study skills to meet demanding course expectations. This research identified factors in the culture of undergraduate computer science education that impacted students' decisions to persist, or not persist, in the field. The results indicate changes and provide a basis for the design of interventions aimed at creating an environment that will equitably support all persons in pursuit of an undergraduate computer science degree.
Graduation date: 1996

A research report submitted to the faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Masters of Science. 20 July 2017.
Disciplinary knowledge is recognised as teacher professional knowledge base that is central in promoting effective teaching and learning in science education. Although that is the case, in one of the South African University, that this study was conducted in, the 4th year Life sciences Pre-service teachers’ were not tested on their understanding of the disciplinary nature of their subject of specialisation. As a result, the type of disciplinary gaze that they acquired by the end of the teacher training remained unknown within the institution. Thus, this study then used a case study methodology to investigate the Pre-service teachers’ levels of understanding of the disciplinary nature of Life Sciences as a discipline. The participants of this study consisted of twenty nine 4th year Pre-service teachers’ who were enrolled for a Life sciences Bachelor of Education program and one Life sciences lecturer who was involved in teaching the subject. This research took on a qualitative approach, which yielding both qualitative and quantitative data, through the use of questionnaires as well as semi-focused interviews as research instruments. The outcomes of this study showed that, although the Pre-service teachers’ were not explicitly taught about the nature of the subject, but they still showed a satisfactory understanding of it. Although that was the case, the Pre-service teachers’ still demonstrated a fractured comprehension of the disciplinary knowledge aspects, such as the history, philosophy and the nature of science. On the other hand, the findings of this study also demonstrated that, the Pre-service teachers’ acquired an extensive gaze of understanding of Subject Matter Knowledge, which is another component of Disciplinary knowledge, and this was because, this knowledge base was explicitly taught and assessed with the teacher training program.
LG2018

Relatório de estágio de mestrado em Ensino de Música
Este relatório resume o projeto desenvolvido no âmbito do Estágio Profissional do 2.º ano do Mestrado em Ensino de Música do Instituto de Educação da Universidade do Minho e pretende descrever a fundamentação teórica adquirida e o respetivo processo prático de intervenção pedagógica realizado durante o segundo semestre do ano letivo de 2018/2019. O projeto tem uma natureza inerentemente multidisciplinar, já que envolve áreas do conhecimento teoricamente tão distintas como as Ciências Musicais, as Ciências da Educação e a Engenharia Informática. Tendo por base uma metodologia enquadrada nos princípios da investigação-ação, foi criada uma ferramenta digital online que permitisse ao professor a gestão e criação de conteúdos programáticos no sentido de potenciar a aprendizagem das disciplinas de História da Música e de Formação Musical no 2.º e 3.º ciclos do Ensino Especializado. Posteriormente, tais conteúdos foram concebidos por forma a enquadrar o âmbito curricular específico de cada uma das turmas às atividades didáticas planeadas e, por fim, estas foram concretizadas na sala de aula, recorrendo, por um lado, ao computador do professor e por outro aos smartphones dos alunos, em atividades interligadas com a prática pedagógica decorrente do Estágio Profissional. A recolha de dados foi feita quer através da informação salvaguardada durante a realização de cada uma de tais atividades, quer recorrendo a inquéritos aos alunos, onde se procurou extrapolar a pertinência deste tipo de recursos. Após concluído o ciclo de intervenção pedagógica e a interpretação de todos os resultados obtidos, conclui-se que sim, ferramentas como estas são de facto potenciadoras de aprendizagens significativas no âmbito do Ensino Especializado em Música, apesar de existirem obstáculos de natureza logística, tecnológica e pedagógica que, dependendo do contexto específico de cada turma, podem revelar-se mais ou menos difíceis de ultrapassar.
This report summarizes the project developed in context of the professional internship, part of the Master Degree in Music Education at the Education Institute from the University of Minho and describes the theoretical background as well as the practical process of pedagogical intervention developed during the second semester of the school year of 2018/2019. The scope of this project is inherently multidisciplinary, since it bridges together seemingly different areas of knowledge such as the Music Sciences, the Education Sciences and the Computer Sciences. Deeply rooted in the principles of research-action methodologies, the project encompassed the development of an online digital tool that would allow teachers to manage and create content that could enhance the learning process of Music History and Music Education in the 2nd and 3rd education levels of the Specialized Education courses. Such content was designed by the teacher having the school’s curriculum in mind and in a way that would allow proper engagement with the specific classes, subjects and students. In a later phase, this tool and its contents were used in the classroom, using both the teacher’s computer and each student’s smartphone, in activities that were intertwined with each lesson’s subject. Data was gathered through both the collection of information during these activities and surveys filled out by the students, where the relative relevancy of these resources. After the school year was over all the results were analysed and we concluded that tools like the one developed for this internship can indeed improve the learning process for Specialized Education in Music, despite the logistic, technological and pedagogical challenges that, depending on the specificities of each classroom, can be more or less difficult to overcome.

The study explored factors that affect learner academic achievement in Physical Sciences in Limpopo rural secondary schools. The motivation for the research was based on the high failure in Physical Sciences in South African schools. The new Curriculum Assessment Policy Statement (CAPS) has brought changes in the teaching and learning of Physical Sciences such as assessment processes, methodology and new content. It was worth pointing out that the achievement of Physical Sciences learners gives an indication of the effectiveness and efficiency of Physical Sciences teaching and learning. Therefore, identifying the factors entails important issues which are of great relevance to the way Physical Sciences should be taught in schools to improve learner academic achievement. The primary question was “Which factors impact on learners’ academic achievement in Physical Sciences in Limpopo rural secondary schools?” In order to answer this question a qualitative approach and qualitative survey design were used and individual interviews were carried out with Physical Sciences teachers, principals, parents and curriculum advisors. Data was further collected through focus group interviews with Physical Sciences learners. Purposeful sampling was used to identify the participants. Data analysis in this research was aimed at giving appropriate meaning to the views of the Physical Sciences teachers, Physical Sciences learners, principals, curriculum advisors and parents on factors affecting learner academic achievement in Physical Sciences. The data was audio-recorded, transcribed and printed. The interview transcriptions were organised into themes by coding. The coded data was used to form the true analysis of the activity system by identifying the purpose of the activity in order to get clarifications. This included the context of the Physical Sciences teaching and learning and learner academic achievement. The results according to the perceptions of Physical Sciences teachers, Physical Sciences learners, principals, curriculum advisors and parents showed that the main issues of high failure rate are lack of adequate resources, teacher effectiveness, lack of motivation, high teacher-learner ratio, workload, discipline of learners, supervision of teachers, parental involvement, management and leadership skills, and appropriate teaching methods. Recommendations for practice and policy are suggested and the indication was that provision of common tasks to teachers and formation of subject committees decreases the workload. The availability of resources allows learners to do practical work and improve performance. The goal was to engage learners in challenging and stimulating tasks with appropriate help from the teachers to improve achievement. In order for the teacher to provide assistance to the learners there must be maximum teacher-learner ratio. Effective supervision ensures that teachers and learners are punctual, which will ensure maximum use of available teaching time and timely completion of the work schedules or pace setters. A smaller number of learners per class could result in improved performance in Physical Sciences. It is important for principals to instil discipline in learners. The support and value of NGOs to assist in sharing workload by carrying out experiments in secondary schools was acknowledged.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

Dissertação apresentada como requisito parcial para obtenção do grau de Mestre em Ciência e Sistemas de Informação Geográfica
A associação da produção científica universitária recente às matérias dadas no ensino secundário é um elemento fundamental para despertar nos alunos pré-universitários o interesse para os problemas da actualidade, fazendo-os compreender a ligação entre o desenvolvimento da ciência e a sua aplicação prática. O presente trabalho visa a transferência de conhecimento da investigação universitária para o ensino secundário, fazendo emergir estudos que revelam interesse para a disciplina de Técnicas de Ordenamento do Território do curso de Técnicas de Ordenamento do Território e Ambiente. Pretende-se responder aos seguintes objectivos: avaliar teses de mestrado e de doutoramento no âmbito do Ordenamento do Território, da Análise Espacial e do SIG; e apresentar uma proposta de agregação dos estudos de caso aos temas/conteúdos daquela disciplina. Para tal, realizaram-se inquéritos a professores e alunos nas escolas, consultaram-se bases de dados de produção científica nacional e analisou-se a adequação dos estudos seleccionados ao desenvolvimento das capacidades/competências dos alunos. Esta investigação aponta para várias conclusões, destacando-se a que poderá estar a condicionar mais fortemente a difusão pelo ensino secundário e na sociedade em geral: a quase ausência de divulgação dos resultados da investigação realizada nas teses de mestrado e doutoramento, pelo facto de, em algumas instituições, estes trabalhos ficarem “cativos” nas bibliotecas.