scholarly journals CONCEPÇÕES DO ENSINAR CIÊNCIAS DA NATUREZA E MATEMÁTICA NO CURRÍCULO INTEGRADO DO PROEJA

2017 ◽  
Vol 9 (3) ◽  
pp. 156
Author(s):  
Eliane Maria Pinto Pedrosa
Keyword(s):  
Young People ◽  
Social Relations ◽  
Integrated Curriculum ◽  
Research Problem ◽  
Natural Sciences ◽  
Structured Interviews ◽  
Similarities And Differences ◽  
And Mathematics ◽  
Research Narrative ◽  
Narrative Mode

Neste artigo, são discutidos elementos da pesquisa sobre concepções de sujeitos envolvidos no ensino de Ciências da Natureza e de Matemática, no contexto da formação de jovens e adultos integrada à educação profissional. Assume como problema de pesquisa as concepções que sustentam o ensino das Ciências da Natureza e de Matemática, em um currículo integrado, formalmente enunciado por cursos técnicos integrados do Proeja. Concepção, neste estudo, significa uma forma própria de pensar e representar o mundo, construída a partir das experiências imbricadas nas relações sociais. Trata-se de uma pesquisa de natureza qualitativa, na modalidade narrativa que objetiva apreender concepções expressas em relatos de sujeitos do ensino destes campos de conhecimentos em foco, frente ao desafio do currículo integrado. Junto a quatro docentes das disciplinas: Química, Biologia, Física e Matemática, do curso técnico em Eletrotécnica Integrado/Proeja/IFMA, foram recolhidos dados por meio de entrevistas semiestruturadas e anotações em diários. Neste artigo, foca-se a reflexão na categoria denominada: O Ensinar as Ciências da Natureza e a Matemática: aproximações e distanciamentos. Foi possível apreender que as concepções expressas nas histórias contadas sobre o ensinar estes campos de conhecimentos revelam aproximações e distanciamentos do proposto pela formação de jovens e adultos que traz o currículo integrado como esteio.Palavras-chave: Ensino das Ciências da Natureza e de Matemática. Proeja. Currículo integrado.ABSTRACT This paper discusses elements of research on subjects of concepts involved in the teaching of Natural Sciences and Mathematics, in the training of young people and adults at integrated vocational education. It takes as research problem the concepts that support the teaching of Natural Sciences and Mathematics, an integrated curriculum, formally enunciated by Integrated Technical Courses of Proeja. Design, in this study, mean its own way of thinking and representing the world, built from the experiences imbricated in social relations. This is a qualitative research, narrative mode that aims to grasp concepts expressed in teaching the subject of reports of these fields of knowledge in focus, face the challenge of the integrated curriculum. Together with four teachers of these areas: Chemistry, Biology, Physics and Mathematics, the Technical Course in Integrated Electrical/Proeja/IFMA, collect data through semi-structured interviews and notes in diaries. In this article we reflection in the category called: The Teaching of Natural Sciences and Mathematics: similarities and differences. It was possible to learn that the views expressed in stories about teaching these skills courses reveal similarities and differences of the proposed for the formation of young people and adults that brings the integrated curriculum as mainstay. Keywords: Teaching of Natural Sciences and Mathematics. Proeja. Integrated curriculum.CONCEPCIONES DEL ENSEÑAR CIENCIAS DE LA NATURALEZA Y MATEMÁTICA EN EL CURRÍCULUM INTEGRADO DEL PROEJARESUMENEn este artículo discutimos elementos sobre concepciones de sujetos involucrados en la enseñanza de Ciencias de la Naturaleza y Matemática, en el contexto de la formación de jóvenes y adultos integrada a la  educación profesional. Se toma como problema de pesquisa las concepciones que apoyan el enseño de las Ciencias de la Naturaleza y Matemática, dentro de uno currículum integrado, formalmente resignado por los Cursos Técnicos Integrados del Proeja. Concepción, en este artículo, significa una forma propia de pensar y representar el mundo, construidas desde las experiencias imbricadas en las relaciones sociales. Se trata de una pesquisa de naturaleza cualitativa, en el modelo narrativo que objetiva aprender concepciones expresas en relatos de sujetos del enseño dentro de esas áreas de conocimiento en foco, frente al desafío del currículum integrado. Junto con cuatro maestro que enseñan: Química, Biología, Física y Matemática del curso técnico en lectrotécnica Integrada/Proeja/IFMA, recogemos dados por medios de entrevistas semiestructuradas y anotaciones en diarios. En este artículo enfocamos la reflexión en la categoría llamada: El enseñar de las Ciencias de la Naturaleza y Matemática: aproximaciones y distanciamientos. Hemos hecho posible que aprender las concepciones expresas en las historias dichas sobre el enseño en estas áreas del conocimiento revelan aproximaciones y distanciamientos del propuesto por la formación de jóvenes y adultos que lleva el currículum integrado como pilar. Palabras clave: Enseñanza de las Ciencias de la Naturaleza y Matemáticas. Proeja. Plan de estudios integrados.

scholarly journals Aspects associated with waterpipe smoking in Iranian youths: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hamid Jafaralilou ◽  
Arman Latifi ◽  
Mehdi Khezeli ◽  
Atefeh Afshari ◽  
Farahnaz Zare
Keyword(s):  
Young People ◽  
Qualitative Study ◽  
Social Relations ◽  
Eastern Mediterranean ◽  
Waterpipe Smoking ◽  
Structured Interviews ◽  
Face To Face ◽  
Cultural Aspects ◽  
Mediterranean Countries ◽  
Second Category

Abstract Background Waterpipe is one of the oldest methods of tobacco smoking, which has become the public health challenge, especially in the Eastern Mediterranean countries such as Iran. This study aimed to investigate the waterpipe smoking (WPS) in the young people of Kermanshah in 2020, using a qualitative method. Methods This was a qualitative study conducted with the approach of content analysis. Participants were young waterpipe user aged 17 to 25 years selected by purposeful sampling method in Kermanshah city, located in the west of Iran. Data were collected through semi-structured interviews in face-to-face and audio-recorded methods based on an interview guideline during June to August 2020. Then researchers transcribed verbatim and analyzed the content of the interviews thematically. Results In this study, 23 young people who were waterpipe users at the time of the study participated. The results showed that social aspects in three sub-categories were involved in WPS including “socio-cultural aspects”, “socio-environmental aspects”, and “social relations”. Individual aspects of waterpipe use as second category also consisted of two sub-categories including “motivational aspects” and “lack of psycho-protective aspects”. Conclusions It seems that the implementation of the policy of reducing access to waterpipe in public environments is effective in reducing waterpipe consumption. It is suggested that educational and interventions, based on targeted models and theories be implemented in order to increase young people’s belief and perception on dangers of WPS, and to improve their self-efficacy to smoking cessation.

scholarly journals O voo dos pássaros egressos da Licenciatura em Educação do Campo da UFRGS: desafios e possibilidades na formação de professores de Ciências da Natureza

2021 ◽  
pp. 1-26 ◽  
Author(s):  
Antonio Marcos Teixeira Dalmolin ◽  
Marilisa Bialvo Hoffmann ◽  
Saul Benhur Schirmer
Keyword(s):  
Rural Education ◽  
A Priori ◽  
Research Problem ◽  
Natural Sciences ◽  
Rio Grande Do Sul ◽  
Structured Interviews ◽  
Porto Alegre ◽  
New Meanings ◽  
Study Type

This article presents a study on the performance of graduates of the Licentiate´s in Rural Education: Nature Sciences of the Federal University of Rio Grande do Sul (LEDOC/UFRGS), Porto Alegre campus. As a research problem, the following question was established: How do birds from LEDOC/UFRGS campus Porto Alegre fly? The objective was to analyze, from the course monitoring data, the performance of graduates, as well as to reflect on the challenges and potential of teacher education of natural sciences in rural education, based on the interviews carried out. The research is qualitative, of the case study type and semi-structured interviews were used as a research instrument. The Discursive Textual Analysis (DTA) was used to analyze the transcripts. The results were discussed from the category, defined a priori, Triad: Rural – Public Policy – Education in flapping movements. In the end, we consider that the graduates interviewed, after the course, gave new meanings to their ways of reading and intervening in their territories.

scholarly journals OPPORTUNITIES OF IMPLEMENTING OUTDOOR EDUCATION IN YOUTH WORK: ON THE EXAMPLE OF TALLINN YOUTH CENTRES

2016 ◽  
Vol 2 ◽  
pp. 363
Author(s):  
Maarika Veigel ◽  
Triinu Reedik
Keyword(s):  
Young People ◽  
Outdoor Education ◽  
Research Problem ◽  
Relevant Information ◽  
Living Environment ◽  
Youth Work ◽  
Youth Workers ◽  
Structured Interviews ◽  
Outdoor Activities ◽  
To Receive

Nature as a natural living environment is important in the development of young people, but their lifestyle doesn’t support it. Youth workers have a major role in guiding young people to interesting activities in nature and outdoor, sharing relevant information as well as being an example. The research problem: what kind of opportunities were given to the youth, spending time in Tallinn youth centres, to participate in outdoor activities in the youth workers opinions and how to improve them? The aim of the research was to map the opportunities and needs to implement outdoor education in youth work in order to arouse interest in outdoor activities among the youth.For qualitative data collection semi-structured interviews were carried out (in February, 2015) in nine Tallinn youth centres out of ten. Therefore, the results can be generalized to all Tallinn youth centres. It was found that different opportunities for implementing outdoor education were used in Tallinn youth centres, but a large part of the potential is still unused. The workers in Tallinn youth centres feel the need to receive training about the methods, games and use of technical and interactive devices in carrying out outdoor activities for the youth.

Students graduate of the degree course in Natural Sciences and Mathematics and the exercise of teaching profession: findings and implications for basic education

2020 ◽  
Vol 13 (2) ◽  
pp. 51
Author(s):  
A. C. R. Trevisan ◽  
E. P. Trevisan
Keyword(s):  
High School ◽  
Decision Making ◽  
Basic Education ◽  
Natural Sciences ◽  
Teaching Profession ◽  
Decision Making Process ◽  
Teaching Career ◽  
Professional Performance ◽  
Current Scenario ◽  
And Mathematics

In the article we seek to address questions regarding the interest of graduates of a degree course in Natural Sciences and Mathematics in relation to the teaching career in basic education. The course enables its graduates to work in the subjects Science and Mathematics in the final years of elementary school and Mathematics, Physics and Chemistry in high school. Our intention is to identify and reflect on the perceptions of these graduates about teaching, highlighting with this inherent aspects to the exercise of this profession in basic education. From the application of questionnaires to graduates of this course, we produced data regarding their performance in basic education, which enabled us to reflect on the national scenario in relation to the exercise of this profession. We could observe that the majority of the students participating in the research are not working in basic education and that the current scenario of devaluation of the teaching career exerts a significant influence in the decision making process of choosing or not the teacher profession for professional performance after graduation.

scholarly journals The psychosocial response to a terrorist attack at Manchester Arena, 2017: a process evaluation

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Daniel Hind ◽  
Kate Allsopp ◽  
Prathiba Chitsabesan ◽  
Paul French
Keyword(s):  
Young People ◽  
Process Evaluation ◽  
Terrorist Attack ◽  
Health Sector ◽  
Routine Data ◽  
Recovery Phase ◽  
Normalisation Process Theory ◽  
Structured Interviews ◽  
Framework Analysis ◽  
Response Phase

Abstract Background A 2017 terrorist attack in Manchester, UK, affected large numbers of adults and young people. During the response phase (first seven weeks), a multi-sector collaborative co-ordinated a decentralised response. In the subsequent recovery phase they implemented a centralised assertive outreach programme, ‘The Resilience Hub’, to screen and refer those affected. We present a process evaluation conducted after 1 year. Methods Case study, involving a logic modelling approach, aggregate routine data, and semi-structured interviews topic guides based on the Inter-Agency Collaboration Framework and May’s Normalisation Process Theory. Leaders from health, education and voluntary sectors (n = 21) and frontline Resilience Hub workers (n = 6) were sampled for maximum variation or theoretically, then consented and interviewed. Framework analysis of transcripts was undertaken by two researchers. Results Devolved government, a collaborative culture, and existing clinical networks meant that, in the response phase, a collaboration was quickly established between health and education. All but one leader evaluated the response positively, although they were not involved in pre-disaster statutory planning. However, despite overwhelming positive feedback there were clear difficulties. (1) Some voluntary sector colleagues felt that it took some time for them to be involved. (2) Other VCSE organisations were accused of inappropriate, harmful use of early intervention. (3) The health sector were accused of overlooking those below the threshold for clinical treatment. (4) There was a perception that there were barriers to information sharing across organisations, which was particularly evident in relation to attempts to outreach to first responders and other professionals who may have been affected by the incident. (5) Hub workers encountered barriers to referring people who live outside of Greater Manchester. After 1 year of the recovery phase, 877 children and young people and 2375 adults had completed screening via the Resilience Hub, 79% of whom lived outside Greater Manchester. Conclusions The psychosocial response to terrorist attacks and other contingencies should be planned and practiced before the event, including reviews of communications, protocols, data sharing procedures and workforce capacity. Further research is needed to understand how the health and voluntary sectors can best collaborate in the wake of future incidents.

Understanding the Abortion Experiences of Young People to Inform Quality Care in Argentina, Bangladesh, Ethiopia, and Nigeria

2021 ◽  
pp. 0044118X2110110
Author(s):  
Laura E. Jacobson ◽  
Ana Maria Ramirez ◽  
Chiara Bercu ◽  
Anna Katz ◽  
Caitlin Gerdts ◽  
...  
Keyword(s):  
Young People ◽  
Quality Care ◽  
First Trimester ◽  
Structural Barriers ◽  
Structured Interviews ◽  
Safe Abortion ◽  
Medication Abortion ◽  
Abortion Care ◽  
The Mean ◽  
Reproductive Healthcare

Young people face social and structural barriers when accessing abortions. High-quality, sexual and reproductive healthcare is needed; however, literature on youth-informed abortion services is limited. This study assesses accounts of youth who obtained an abortion in Argentina, Bangladesh, Ethiopia, and Nigeria and provides recommendations to improve person-centered aspects of abortion quality. We analyzed 48 semi-structured interviews with clients recruited from clinics, safe abortion hotlines, and patent and proprietary medicine vendors. We coded transcripts and conducted a thematic analysis. The mean age was 21 years (range 16–24), and the majority had a first trimester, medication abortion. Prominent themes included access to information; privacy; stigma associated with age or marital status; the decision-making process; and comfort and rapport with providers. Youth-centered abortion care should anticipate the distinct needs of younger clients. Supportive providers have an important role in offering a non-judgmental service that makes young clients feel comfortable and prepared.

scholarly journals “Smartphone Apps Are Cool, but Do They Help Me?”: A Qualitative Interview Study of Adolescents’ Perspectives on Using Smartphone Interventions to Manage Nonsuicidal Self-Injury

2021 ◽  
Vol 18 (6) ◽  
pp. 3289
Author(s):  
Anja Čuš ◽  
Julian Edbrooke-Childs ◽  
Susanne Ohmann ◽  
Paul L. Plener ◽  
Türkan Akkaya-Kalayci
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Health Problems ◽  
Health Interventions ◽  
Structured Interviews ◽  
Related Factors ◽  
Self Injury ◽  
Qualitative Interview Study ◽  
Mental Health Interventions ◽  
Nonsuicidal Self Injury

Nonsuicidal self-injury (NSSI) is a major mental health problem associated with negative psychosocial outcomes and it most often starts in early adolescence. Despite this, adolescents are rarely involved in informing the development of interventions designed to address their mental health problems. This study aimed to (1) assess adolescents’ needs and preferences about future interventions that are delivered through smartphones and (2) develop a framework with implications for designing engaging digital mental health interventions. Fifteen adolescent girls, aged 12–18 years, who met diagnostic criteria for a current NSSI disorder and were in contact with mental health services, participated in semi-structured interviews. Following a reflexive thematic analysis approach, this study identified two main themes: (1) Experiences of NSSI (depicts the needs of young people related to their everyday experiences of managing NSSI) and (2) App in Context (portrays preferences of young people about smartphone interventions and reflects adolescents’ views on how technology itself can improve or hinder engaging with these interventions). Adolescent patients expressed interest in using smartphone mental health interventions if they recognize them as helpful, relevant for their life situation and easy to use. The developed framework suggests that digital mental health interventions are embedded in three contexts (i.e., person using the intervention, mental health condition, and technology-related factors) which together need to inform the development of engaging digital resources. To achieve this, the cooperation among people with lived experience, mental health experts, and human computer interaction professionals is vital.

scholarly journals The impact of arthritis on the educational and early work experiences of young people: a qualitative secondary analysis

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Albert Farre ◽  
Sara Ryan ◽  
Abigail McNiven ◽  
Janet E. McDonagh
Keyword(s):  
Young People ◽  
Secondary Analysis ◽  
Young Person ◽  
Full Potential ◽  
Work Experiences ◽  
Health Providers ◽  
Structured Interviews ◽  
Self Advocacy ◽  
School Work ◽  
The Impact

Abstract Introduction Young people’s transition into adulthood is intertwined with the worlds of education and work. Poor health in adolescence has been associated with poorer education and employment outcomes in adulthood. This paper explores the impact of arthritis on the educational and early work experiences of young people with arthritis. Methods We undertook a supplementary secondary analysis of a qualitative dataset comprising narrative and semi-structured interviews of 39 young people who had been diagnosed with arthritis in childhood, adolescence or young adulthood. Results Our findings illustrate how young people living with arthritis are faced with a range of added disruptions and challenges in their educational/vocational lives. There is an important element of resilience associated with the process of making a career choice and acting upon personal aspirations. Appropriate support and flexibility in the workplace/educational setting can enable successful outcomes, but disclosure is not a straightforward process for young people living with arthritis. Conclusions It is paramount that health providers consistently and effectively address self-advocacy skills with the young person, particularly during educational and vocational transitions. Alongside this, there is the need to further strengthen the health-school/work interface to ensure that young people living with chronic illness can meet their full potential in adulthood.

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