scholarly journals A Importância das Demonstrações Químicas para a Feira de Ciências na Escola

2021 ◽  
Vol 22 (4) ◽  
pp. 482-487
Author(s):  
Daniela de Moraes Batista ◽  
Manuel Carlos da Costa da Silva ◽  
Priscila Beleza Cruz ◽  
Carolyne Cristina da Silva Batista ◽  
Viviane Guedes de Oliveira ◽  
...  
Keyword(s):  
Everyday Life ◽  
Learning Process ◽  
Community School ◽  
Science Fair ◽  
State School ◽  
Science Fairs ◽  
Teacher Student ◽  
Scientific Experiments ◽  
Teaching Learning

Resumo As feiras de Ciências são ferramentas muito relevantes no processo de ensino-aprendizagem para o aluno, pois possibilitam a compreensão de conceitos estudados, em sala de aula, por meio de demonstrações experimentais. Desse modo, o presente trabalho teve como objetivo demonstrar experimentos químicos envolvendo a contextualização e a interdisciplinaridade da feira de Ciências na Escola Estadual Plínio Ramos Coelho. Para atender ao objetivo do trabalho foi realizada a feira de ciências no evento intitulado “III Mostra do Saber”, quatro bolsistas do PIBID ficaram responsáveis por confeccionar e executar seus experimentos demonstrativos, sendo todos na área da Química, com intuito de contribuir no processo ensino -aprendizagem dos alunos e sociedade presente no evento, além de envolver a contextualização da cientificidade com o cotidiano também abrange a interação comunidade/escola e professor/aluno. Os resultados obtidos foram satisfatórios, pois os bolsistas do PIBID, alunos da escola e comunidade, em geral, trocaram experiências por meio dos experimentos realizados na Feira de Ciências, proporcionando assim mais conhecimento para todos os participantes. Por fim, conclui-se que por meio do projeto realizado é possível relacionar e compreender conteúdos vistos anteriormente, em sala de aula, por meio de demonstrações químicas, reforçando interações entre comunidade e escola e aproximando mais professor e aluno.Palavras-chave: Experimentos Científicos. PIBID. Química. Abstract Science fairs are relevant tools in the student's teaching-learning process, as they enable the understanding of concepts studied in the classroom through experimental demonstrations. Thus, this project aimed to demonstrate chemical experiments involving the contextualization and interdisciplinarity of the science fair at the Plínio Ramos Coelho State School. To meet the project objective, the science fair was held at the event entitled “III Mostra do Saber”, four PIBID scholarship holders were responsible for making and executing their demonstration experiments, all of them in the chemistry area, in order to contribute to the teaching-learning process of students and society present at the event, in addition to involving the scientificity contextualization with everyday life, it also encompasses the interaction with community / school and teacher / student. The results obtained were satisfactory, since the PIBID scholarship holders, students from the school and the community in general exchanged experiences through the experiments carried out at the science fair, thus providing more knowledge for all the participants. Finally, it is concluded that through the project carried out it is possible to relate and understand content previously seen in the classroom through chemical demonstrations, reinforcing interactions between community and school and bringing the teacher and student closer. Keywords: Scientific Experiments. PIBID. Chemistry.

Blogs As A Learning Space: Creating Text Of Talks

2011 ◽  
Vol 4 (6) ◽  
pp. 15 ◽  
Author(s):  
Arnold Nicholas E. Santos
Keyword(s):  
Everyday Life ◽  
Learning Process ◽  
Traditional Method ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Online Classes ◽  
Learning Space ◽  
Teaching Learning

This paper explored the pedagogical preparations taken by the researcher in integrating blogs to the traditional classroom experience as well as its use in online classes as a tool for students to write about what they have learned in class and relate it to everyday life. The researcher utilized web blog, combined Facebook and Multiply blogsites, in the online teaching. Utilization of blogsites to supplement the traditional method of teaching was a welcome innovation for most students. The study involved thirty-eight (38) enrolled students of the course English 111. The familiarity and convenience of facebook and multiply blogsites makes learning and complying to requirements an enjoyable task. Blogs as a learning space for English 111 was an effective teaching methodology appreciated by the students. However, the integration of blogs in the traditional teaching learning process requires preparation and planning on the part of the teacher so that applicable and timely activities could be given to the students.

Do Digital Natives aware on Digital Technology

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Sindhu C. M. ◽  
Binoy K.
Keyword(s):  
Everyday Life ◽  
Learning Process ◽  
Digital Technology ◽  
Digital Technologies ◽  
Digital Natives ◽  
Educational Environment ◽  
Easy Access ◽  
Digital Information ◽  
Daily Lives ◽  
Teaching Learning

Digitalization is the integration of digital technologies in to everyday life by the digitization of everything that can be digitized. Digitalization is sweeping across every aspect of our daily lives. It has totally changed the educational industry and teaching learning process to a great extent. It has lessened the distance between students and their educational needs there by making education stress free. The use of digital information in the educational environment has enabled easy access to many resources. Students must develop knowledge about how to use ICT Technology to construct meaning, but most importantly in ways that are appropriate to their needs. Thus technology is proving a disruptive influence in education. Hence each and every student should be aware about these technological advancements. Today’s students living in digital age called as “digital students” or “digital inmates” or “digital natives” are the pupils those who born after 1980 and those who born before 1980 are called digital immigrants. Through the present paper investigators made an attempt to find out the digital awareness among digital natives hailing from four generation groups.

PRACTICAL ASPECTS IN THE ACQUISITION OF THE EDUCATIONAL CONTENT PUPILS WITH DISORDERS OF MENTAL DEVELOPMENT

2015 ◽  
pp. 94
Author(s):  
Rasma Vīgante
Keyword(s):  
Special Education ◽  
Everyday Life ◽  
Special Education Teachers ◽  
Learning Process ◽  
Education Institution ◽  
Mental Development ◽  
Educational Content ◽  
Emotional Context ◽  
Research Activities ◽  
Teaching Learning

The article reflects two parts of the study – theoretical that reveals four aspects in the acquisition of the educational content of pupils with disorders of mental development in special education institution. It presents the analysis of theoretical ideas (N. Geidzs, D. Berliner, E. Geyser) about ensuring the emotional context in everyday life and the development of research activities. The views expressed by different scientists (A. Adler, H. Gadamers, A. Bandura) about the importance of imitation skills for pupils with disorders of mental development compared. The practical study summarizes and analyzes the results of the survey the participants of which were 27 special education teachers as well as the analysis of how the above mentioned aspects are expressed in the teaching/learning process.

scholarly journals Evaluación de la inteligencia emocional del maestro de educación física en centros educativos de la Región de Murcia.

2020 ◽  
pp. 13-22
Author(s):  
M. Carboneros Castro ◽  
N. Gutiérrez-Ruiz ◽  
M. Martínez-Quiles ◽  
K. Deliautaite ◽  
S. Angosto
Keyword(s):  
Emotional Intelligence ◽  
Teacher Training ◽  
Physical Education ◽  
Learning Process ◽  
Psychological Factor ◽  
The Other ◽  
Physical Education Teachers ◽  
Teacher Student ◽  
Las Mujeres ◽  
Teaching Learning

La inteligencia emocional es un factor psicológico clave para generar un vínculo profesor-alumno y un proceso de enseñanza-aprendizaje óptimo. Por ello, el objetivo del presente estudio fue conocer el nivel de inteligencia emocional en docentes de Educación Física. La muestra constó de 94 maestros de Educación Física de diferentes colegios de la Región murciana. El cuestionario, utilizado de forma electrónica, fue el TMMS-24. Los resultados únicamente mostraron una correlación positiva entre la claridad y la reparación emocional, siendo esta última dimensión la que obtuvo mejores puntuaciones entre los participantes. En relación al género, las mujeres manifestaron puntuaciones superiores en la reparación emocional. Por otro lado, los maestros con una experiencia inferior a cinco años mostraron valores superiores en inteligencia emocional, mientras que los más expertos obtuvieron valores superiores en reparación emocional. El análisis de estos resultados ayuda a mejorar los procesos de formación de los docentes en este ámbito. Emotional intelligence is a key psychological factor to generate a teacher-student bond and an optimal teaching-learning process. Thus, the aim of this study was to know the level of emotional intelligence in Physical Education teachers. The sample consisted of 94 Physical Education teachers from different schools in the Region of Murcia. The questionnaire, used electronically, was the TMMS-24. The results only showed a positive correlation between clarity and emotional repair, with the latter dimension obtaining the highest scores among the participants. In relation to gender, females showed higher scores in emotional repair. On the other hand, teachers with less than five years' experience showed higher values in emotional intelligence, while the more experienced ones obtained higher values in emotional repair. The analysis of these results helps to improve teacher training about emotional intelligence.

scholarly journals Teacher-Student Relationship in Obstetrics and Gynaecology Department in Different Medical Colleges of Bangladesh

2021 ◽  
Vol 33 (2) ◽  
pp. 165-168
Author(s):  
Kazi Taslima ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Learning Process ◽  
Mutual Respect ◽  
Multiple Factors ◽  
Teacher Student ◽  
Obstetrics And Gynaecology ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
Teaching Learning ◽  
Medical Colleges

Introduction: Teacher-student relationship is very important element in education to enhance the effectiveness of teaching and learning process. There are multiple factors affecting this relation. If we analyze these factors and take measures to improve these, there will be better relation; and teaching learning will be improved. Materials & Methods: This descriptive type of cross-sectional study was carried out in obstetrics and gynaecology department of selected medical colleges of Bangladesh. Five government & three non-government medical colleges were selected purposively situated both in Dhaka and outside during the period of July 2017 to June 2018. Total 170 students and 30 teachers were responded through self-administered semi-structured questionnaire with five points Likert scale. 20 teachers were responded through in-depth interview schedule. Quantitative data analyzed by SPSS version 19. Qualitative data analyzed manually. Results: Study revealed that multiple factors were related to the relation among medical teachers and students. Mutual respect, empathy, Good listening skill, mutual respect, sharing expectation, self-disclosure, awareness about own role are the most important influencing factors in this relation (mean score >4). Use of drugs/tobacco, speech difficulty, love affair of students, negatively affect communication. Study also revealed barriers of relation fear and shyness, language barrier and discrimination of students by the teachers. Friendly relationship, open minded behavior, student- teachers cooperation, open discussion, morality and religious practice, motivation of by teachers, understanding each other’s, avoidance of student’s politics, responsibility of students & teachers, teachers training with reduced workload have great impact on removing these barriers. Conclusion: Addressing these issues at all possible levels, proper measures should be taken to improve relation among teachers and students; so that teaching learning process can be enhanced and ultimate goal of medical education can be achieved. Medicine Today 2021 Vol.33(2): 165-168

scholarly journals Uso de Jogos Didáticos: uma Estratégia Facilitadora para um Melhor Ensino - Aprendizagem em Sala de Aula

2019 ◽  
Vol 20 (2) ◽  
pp. 215
Author(s):  
Adriana Carla da Silva Alencar ◽  
Adriana Dantas Gonzaga de Freitas
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Cell Biology ◽  
Educational Games ◽  
Low Cost ◽  
State School ◽  
School Students ◽  
The Subject ◽  
Teaching Learning

O propósito desta pesquisa foi enfatizar a importância do uso de novas estratégias metodológicas para despertar o interesse e a participação dos alunos, em sala de aula, para a disciplina de Biologia. Foram utilizados recursos de baixo custo, simples e práticos com o objetivo de proporcionar aos alunos condições mínimas para atingir um ótimo desempenho escolar. Através dos jogos didáticos, uma aula se enriquece de sabedoria, de interesses e de participação dos alunos de uma forma divertida. Este trabalho foi desenvolvido na Escola Estadual João Vieira no município de Coari/AM, com uma turma do 1º ano do Ensino Médio. A aplicação dos jogos didáticos como processo de ensino e de aprendizagem, utilizando estratégias criativas, despertou o interesse dos discentes, de modo que os métodos aplicados e as práticas permitiram que os alunos do Ensino Médio aprendessem com facilidade, de maneira mais eficaz e divertida os assuntos de Biologia Celular.Palavras-chave: Produção de Jogos. Divertimento. Interação.AbstractThe purpose of this research was to emphasize the importance of using new methodological strategies to arouse the interest and participation of students in the classroom to the subject of biology. It used low cost, simple and practical resources  with the performance to provide students with minimum conditions to achieve optimal academic performance. Through educational games a class is enriched with wisdom, interests and students’ participation in a fun way. This work was developed in the State School João Vieira in Coari / AM district, with a group of 1st year of high school. The application of educational games as a teaching-learning process, using creative strategies, aroused the students’ interest, so that the applied methods and practices allowed the high school students learn easily, more effectively and in a  fun way issues of Cell Biology. Keywords: Games Production. Fun. Interaction.

scholarly journals Abordagem química da experiência “quase uma lâmpada de lava”: a consolidação do processo de ensino-aprendizagem em uma feira de ciências

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00817
Author(s):  
Priscila Ferreira de Sales ◽  
Pedro Augusto Pereira Gomes ◽  
Laíne de Cássia Teixeira ◽  
Dânica Monique Alves Mendes ◽  
Geovanna Vieira de Moura
Keyword(s):  
Learning Process ◽  
Minas Gerais ◽  
Pedagogical Practice ◽  
Science Fair ◽  
Chemistry Teaching ◽  
Federal Institute ◽  
National Science ◽  
Chemical Concepts ◽  
Teaching Learning ◽  
Chemistry Experiment

Este trabalho apresenta um relato de experiência que contemplou o processo de ensino-aprendizagem de conceitos relacionados à miscibilidade de substâncias, densidade, definições de reações químicas e suas evidências, os quais são abordados nas disciplinas de Química e de Ciências. A metodologia adotada consistiu em apresentar uma experiência intitulada “Quase uma lâmpada de lava”, que envolveu a exposição e explicação do trabalho pelos estudantes do segundo período do curso de Engenharia de Produção, orientados por uma docente da disciplina de Química. A mostra foi trabalhada na VIII Feira de Ciências do Instituto Federal de Minas Gerais – Campus Bambuí, como parte integrante da Semana Nacional de Ciência e Tecnologia. A avaliação foi realizada por meio da observação do comportamento e relatos da equipe envolvida na organização e execução da experiência, bem como pela manifestação escrita e voluntária dos visitantes da Feira de Ciências, os quais descreveram opiniões acerca do conteúdo abordado e da metodologia aplicada. Os resultados revelaram que a experiência utilizada proporcionou maior facilidade para a compreensão dos assuntos trabalhados, sendo também considerada como satisfatória por grande parte dos participantes. Tais resultados permitem inferir que a experiência “Quase uma lâmpada de lava” pode ser considerada uma ferramenta adequada na prática pedagógica de conceitos químicos cotidianos, já que envolve a consolidação do processo de ensino-aprendizagem em espaços não formais. Palavras-chave: Feira de Ciências. Química. Ensino-aprendizagem.   The chemical approach of the experiment “almost a lava lamp”: the consolidation of the teaching-learning process in a science fair Abstract This work presents a chemistry experiment report that contemplated the teaching-learning process of chemical concepts related to the miscibility of substances, density, definitions of chemical reactions and their evidence, which are approached in the disciplines of Chemistry and Science. The methodology adopted consisted of presenting an experience entitled “Almost a lava lamp” that involved the exposition and explanation of the work by the students of an upper course, being guided by a professor of the discipline of Chemistry. The exhibition was worked at the VIII Science Fair of the Federal Institute of Minas Gerais- Bambuí, as an integral part of National Science and Technology Week. The evaluation was carried out by observation the behavior and reports of the team involved in the organization and execution of the experiment, as well as the written and voluntary manifestation of the visitors of the Science Fair, who described opinions about the content addressed and the applied methodology. The results showed that the experience used provided a greater easiness for the undestanding of the subjects studied and being considered satisfactory by most participants. These results allow to infer that the experience “Almost a lava lamp” can be considered a suitable tool efficient in the pedagogical practice of interdisciplinary chemical concepts, since it involves the consolidation of the teaching-learning process in non-formal teaching spaces. Keywords: Science fair. Chemistry. Teaching-learning.

scholarly journals Theoretical Foundations of Education: contributions of the Psychology of Mathematics Education of the Early Years of Elementary School L

2020 ◽  
Vol 9 (10) ◽  
pp. e8899108976
Author(s):  
Carlos Luis Pereira ◽  
Marcia Regina Santana Pereira
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Learning Process ◽  
Large Scale ◽  
Early Years ◽  
Social Dimension ◽  
Pedagogical Practice ◽  
Teacher Student ◽  
Brazilian Students ◽  
Teaching Learning

The central scope of this research addresses the Psychology of Mathematics Education for professionals with a degree in Pedagogy courses, focusing on teachers who exercise the  teaching of mathematics teaching in the early years of elementary school I. This article analyzes and presents the potentialities and contributions of this theoretical field of knowledge in       the teaching-learning  process of Mathematics. Education aiming at improvements of the Brazilian student in the external evaluations of the Brazil Test published by the SAEB of 2017 and 2019, as well as the pedagogical practice between teacher-student-knowledge. It was justified the insufficient proficiency in mathematics of Brazilian students of about 70%, as well as the reduced number of scientific productions on the theme of this article. The objective of this study was to present contributions of the Psychology of Mathematics Education in the early years of elementary school I. On the methodological path, it was characterized within the qualitative approach and in the procedures of bibliographic research. Among the main results were the discourses of the interviewed subjects pointing out the potentiality of the theoretical basis of Psychology of Mathematics Education in their pedagogical knowledge/doing. It was found that the psychological, cognitive and affective-social dimension have implications for students' learning. It concludes an emergence of a further discussion of this field of knowledge in the degree of pedagogy courses in Brazil to increase the quality of pedagogical intervention of pedagogue teachers in mathematics classes, aiming to increase the quality teaching-learning process of mathematics in the early years and the results of institutional and large-scale evaluations.

scholarly journals Autorrevelación docente: una revisión de la literatura.

2021 ◽  
Vol 1 (23) ◽  
pp. 13-26
Author(s):  
Facundo Alberto Peña Froment ◽  
Alfonso Javier García González ◽  
María Rocío Bohórquez Gómez-Millán
Keyword(s):  
Student Learning ◽  
Interpersonal Relationships ◽  
Learning Process ◽  
Academic Motivation ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Self Disclosure ◽  
Course Content ◽  
Teacher Student ◽  
Teaching Learning

To maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students’ understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing itseffect on the teaching-learning process. A bibliographic search was carried out in different national and international databases, selecting 39 scientific articles for the revision, published between 1982 and 2019, that met the established inclusion criteria. Regarding the effect of teacher self-disclosure on the teaching-learning process, 6 categories weredetermined: cognitive learning, affective learning, academic motivation, participation and interest, teacher-student out-of-class communication and perceptions and evaluations of the teacher, including in each of them the main results of the articles included in the analysis. Based on the obtained results, it is highlighted the need that, in order to promote student learning, teacher self-disclosure must be moderate, relevant and positive.

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