scholarly journals Conhecimentos Especializados mobilizados em uma aula prática de Biologia sobre sistema respiratório

2021 ◽  
Vol 3 (1) ◽  
pp. 81-100
Author(s):  
Marcela Marques ◽  
◽  
Susel Soares ◽  
Jeferson Moriel Junior ◽  
◽  
...  
Keyword(s):  
Theoretical Model ◽  
Knowledge Base ◽  
Respiratory System ◽  
Teaching Practice ◽  
Theoretical Models ◽  
Specialized Knowledge ◽  
Biology Teachers ◽  
Teaching Knowledge ◽  
School Subjects ◽  
Data Source

In the 1980s there was an intensification of research on the teaching knowledge base, with a configuration of typologies widely used today. Some of them have been the basis for the creation of specific and specialized theoretical models for different school subjects, pioneering in Mathematics. The objective of this research is to use the recent theoretical model of Biological Teachers 'Specialized Knowledge, the Biology Teachers' Specialized Knowledge - BTSK, as a tool for the analysis of practical biology classes on the respiratory system. We carried out a qualitative, interpretative investigation, whose data source was a report of teaching practice on the said Biology theme through the Repertoire of Professional and Pedagogical Experience - PaP-eR and we used the instrument of analysis of specialized knowledge (iMTSK) adapted to Biology. As a result, in addition to the characterizations of the mobilized knowledge, they were identified among the subdomains, identifying the specialized character and determining the legitimacy of BTSK as a tool for understanding and improving teacher training.

Making the Complex Work of Teaching Visible

2020 ◽  
Vol 101 (6) ◽  
pp. 8-13
Author(s):  
Pam Grossman
Keyword(s):  
Decision Making ◽  
Knowledge Base ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Common Language ◽  
Specialized Knowledge ◽  
Accomplished Teachers

Previous efforts to strengthen the teaching profession have aimed to copy the ways in which law, medicine, and architecture achieved that status — for example, by carving out decision-making autonomy, controlling who enters the field, and building a specialized knowledge base. What has been missing, however, have been efforts to clarify precisely what it is that accomplished teachers do in the classroom and to develop a common language with which to describe and discuss teaching practice.

scholarly journals Base de Conhecimento de Professores de Matemática: do Genérico ao Especializado

2017 ◽  
Vol 18 (2) ◽  
pp. 126
Author(s):  
Geison Mello ◽  
Jeferson Gomes Moriel Junior ◽  
Gladys Denise Wielewski
Keyword(s):  
Theoretical Model ◽  
Mathematics Teacher ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Theoretical Models ◽  
Specialized Knowledge ◽  
Knowledge For Teaching ◽  
Current State ◽  
Theoretical Perspectives ◽  
Mathematics Knowledge

Diversos pesquisadores se apoiaram na premissa de que existe uma base de conhecimentos necessários para se ensinar – knowledge base – para convalidar um corpus de saberes/conhecimentos mobilizados pelo professor no ato educativo, visando sua incorporação em cursos de preparação docente, dando origem a diversos modelos teóricos para descrever o referido conjunto de conhecimento. Entretanto, os modelos mais difundidos na literatura são genéricos e não dizem respeito a determinada disciplina, como a Física, Biologia, Geografia, ou a Matemática. Este artigo tem por objetivo discutir o atual estado do desenvolvimento dos modelos teóricos, que descrevem o conhecimento necessário para um professor ensinar Matemática. Para tanto, realizou-se um estudo analítico-interpretativo de três modelos teóricos, partindo do genérico e culminando no especializado, quais sejam: a tipologia de Lee Shulman, o Mathematical Knowledge for Teaching e o Mathematics Teacher’s Specialized Knwledge. Os resultados indicam que o Mathematics Teacher’s Specialized Knwledge – com seus dois domínios, seus seis subdomínios e as crenças nucleares – é atualmente o modelo teórico que responde com maior profundidade, clareza e consistência interna a pergunta: qual é o conjunto de conhecimentos especializados, que deve ter um professor para ensinar matemática? Este modelo teórico reforça que ser professor de matemática exige a construção de uma gama de conhecimentos que são altamente especializados, o que por sua vez implica em uma formação igualmente especializada, na valorização da profissão e na criação/manutenção de condições adequadas de preparação e trabalho.Palavras-chave: Conhecimento de Professores de Matemática. MKT. MTSK.AbstractSeveral researchers are based on the premise that there is a knowledge basis necessary to teaching to validate a corpus of knowledge mobilized in the Teacher’s practice, aiming at their incorporation into Teacher’s preparation courses, giving rise to different models to describe such set of knowledge. However, the most widespread models in the literature are generic and do not relate to a particular discipline, such as Physics, Biology, Geography or Mathematics. This article aims to discuss the current state of development of theoretical perspectives on the knowledge necessary for a mathematics Teacherr. To do so, an analytical-interpretative study was performed of three theoretical models, starting from the generic and culminating in the specialized, that are: the typology of Lee Shulman, the Mathematical Knowledge for Teaching and the Mathematics Teacher’s Specialized Knwledge. The results indicate that Mathematics Teacher’s Specialized Knwledge - its two domains, its six subdomains and nuclear beliefs - is the theoretical model that responds in greater depth, clarity and internal consistency the question: what is the set of specialized knowledge that is necessary to develop a mathematics Teacher? This theoretical model reinforces that being a mathematics Teacher requires the construction of a range of knowledge that is highly specialized, which in turn implies an equally specialized training, in the valuation of the profession and in the creation / maintenance of adequate conditions of preparation and work.Keywords: Mathematics Knowledge Teacher. MKT. MTSK.

scholarly journals Reflexões e Desenvolvimento de Conhecimentos para o Ensino de Medidas de Tendência Central Gerados por Professores Participantes de um Processo Formativo

2021 ◽  
Vol 13 (4) ◽  
pp. 429-436
Author(s):  
Tiago Augusto dos Santos Alves ◽  
Angelica Da Fontoura Garcia Silva ◽  
Marta Élid Amorim
Keyword(s):  
Continuing Education ◽  
Knowledge Base ◽  
Qualitative Methodology ◽  
Explicit Knowledge ◽  
Teaching Practice ◽  
Training Session ◽  
Statistical Literacy ◽  
Teaching Knowledge ◽  
Practice Teaching ◽  
Initial Research

ResumoEste artigo descreve parte de uma investigação realizada num contexto de formação continuada, da qual participaram professores que lecionam Matemática para os anos finais do Ensino Fundamental e Médio. Buscou-se compreender quais são os conhecimentos explicitados e as reflexões geradas durante uma sessão de formação na qual se propôs discutir e refletir sobre os significados das Medidas de Tendência Central – MTC – a partir da análise de situações contextualizadas. O estudo foi desenvolvido no âmbito do Projeto Observatório da Educação. Para desenvolvê-lo, optou-se pela metodologia qualitativa por meio da qual procurou-se descrever e interpretar a participação de 12 professores a partir dos dados coletados em uma das sessões de formação e das respostas dadas por eles a um questionário inicial de pesquisa. Os dados analisados referem-se à produção escrita dos participantes e a transcrição dos vídeos da formação e se deu à luz de teorias a respeito da base de conhecimentos necessários ao ensino – Ball, Thames & Phelps – e reflexão sobre a prática – Zeichner. A análise das reflexões geradas a partir das situações apresentadas possibilitou ao grupo refletir em aspectos importantes das MTC, sobretudo da moda. Foi possível notar a ampliação da base de conhecimentos profissionais dos participantes, especialmente o Conhecimento do Conteúdo e do Ensino. Além disso, há indícios da ampliação do nível de Letramento Estatístico dos participantes desta investigação. Palavras-chave: Formação Continuada de Professores. Conhecimento Profissional Docente. Reflexão sobre a prática. Ensino de MTC. AbstractThis article describes part of an investigation carried out in a continuing education context, with the participation of Mathematics teachers for the final years of Primary and Secondary Education. Our goal was to understand their explicit knowledge and reflections during a training session in which we proposed discussing and reflecting on the meanings of Measures and Central Tendency – MCT, based on the analysis of contextualized situations. The study was developed in the scope of the Education Observatory Project. In developing it, we chose a qualitative methodology through which we aimed to describe and interpret the participation of 12 teachers based on data collected in one of the training sessions and the answers they provided on an initial research questionnaire. The analyzed data refer to the written production of the participants and the transcription of the training videos and was carried out according to theories on the knowledge base needed for teaching – Ball, Thames and Phelps - and reflections on the teaching practice - Zeichner. Analyzing the reflections in the situations presented enabled the group to reflect on important aspects of MCT, particularly mode. We observed an increase in the professional knowledge base of the participants, especially their Content Knowledge and Teaching Knowledge. Moreover, there are indications of a heightened level of Statistical Literacy of the participants in this investigation. Keywords: Continuing Education for Teachers. Teacher Knowledge. Reflections on the teaching practice. Teaching MCT.

Investigation on penetration model of shaped charge jet in water

2016 ◽  
Vol 30 (02) ◽  
pp. 1550268 ◽  
Author(s):  
Jinwei Shi ◽  
Xingbai Luo ◽  
Jinming Li ◽  
Jianwei Jiang
Keyword(s):  
Numerical Simulation ◽  
Theoretical Model ◽  
Model Simulation ◽  
Theoretical Models ◽  
Theoretical Research ◽  
Water Medium ◽  
Simulation Results ◽  
Jet Penetration ◽  
The Impact ◽  
Penetration Velocity

To analyze the process of jet penetration in water medium quantitatively, the properties of jet penetration spaced target with water interlayer were studied through test and numerical simulation. Two theoretical models of jet penetration in water were proposed. The theoretical model 1 was established considering the impact of the shock wave, combined with the shock equation Rankine–Hugoniot and the virtual origin calculation method. The theoretical model 2 was obtained by fitting theoretical analysis and numerical simulation results. The effectiveness and universality of the two theoretical models were compared through the numerical simulation results. Both the models can reflect the relationship between the penetration velocity and the penetration distance in water well, and both the deviation and stability of theoretical model 1 are better than 2, the lower penetration velocity, and the larger deviation of the theoretical model 2. Therefore, the theoretical model 1 can reflect the properties of jet penetration in water effectively, and provide the reference of model simulation and theoretical research.

scholarly journals A relação entre ciência e tecnologia a partir de três modelos teóricos distintos

DoisPontos ◽  
2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Gilmar Evandro Szczepanik
Keyword(s):  
Theoretical Model ◽  
Science And Technology ◽  
Theoretical Models ◽  
The Third

resumo: Este artigo tem por objetivo explorar as possíveis relações estabelecidas entre ciência e a tecnologia a partir de três modelos teóricos distintos. O primeiro modelo teórico é chamado de hierárquico e pressupõe uma relação de subordinação entre ciência e a tecnologia. O segundo modelo é denominado de não hierárquico e sustenta que ciência e a tecnologia se encontram fundidas de tal modo que não faz mais sentido tentar entendê-las separadamente. Por fim, o terceiro modelo teórico designado de emancipatório explora alguns elementos que permitem compreender a ciência e a tecnologia ainda como atividades distintas, embora possam trabalhar conjuntamente algumas vezes.Abstract:  This paper aims to  understand the possible  relations between science and technology from three different theoretical models. The first theoretical model is called hierarchical and implies a subordinate relationship between science and technology. The second model  is  called non-hierarchical  and argues  that  science  and technology are fused so that it makes more sense to try to understand them separately. Finally, the third theoretical model is called emancipatory  and explores some elements that allow us to understand science and technology as separate activities, although they may sometimes work together. 

scholarly journals Change in the Complexity of the Studied Concepts and Theoretical Models with the Age of the Student

2021 ◽  
pp. 132-136
Author(s):  
Robert V. Maier
Keyword(s):  
Theoretical Model ◽  
Theoretical Models ◽  
Dependency Graphs

The problem of the dependence of the didactic complexity of the studied concepts and theoretical models on the age of the student (schoolchild, student) is analysed. The complexity of a concept (term) can be characterized by the number of words from a fifth-grader’s thesaurus needed to explain its meaning. To find the complexity of a theoretical model of an object (for example, an atom), it is necessary to sum up the complexities of all the words that make up the description of the model and take into account the indicator of the variety of terms. Dependency graphs were built: 1) the complexity of the most difficult terms for understanding from the year of study; 2) the complexity of various theoretical models of the atom from the year of study at school and university. In both cases, the resulting curves are ascending, like a parabola, corresponding to an increase in complexity by almost a hundred times.

scholarly journals A base de conhecimentos e a identidade de mentores participantes do Programa de Formação Online de Mentores da UFSCar-Brasil

2017 ◽  
Vol 30 (2) ◽  
pp. 133 ◽  
Author(s):  
Paula Grizzo Gobato ◽  
Aline Maria De Medeiros Rodrigues Reali
Keyword(s):  
Beginning Teachers ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Pedagogical Knowledge ◽  
Experienced Teachers ◽  
Specific Content

O objetivo deste artigo é analisar a base de conhecimentos de professores experientes e participantes do Programa de Formação Online de Mentores da UFSCar-Brasil, bem como responder à seguinte questão: quais dos conhecimentos específicos, pedagógicos e sobre a função de mentor, que o auxiliarão a desempenhar a nova função, podem ser apreendidos nos professores experientes, participantes do Programa de Formação Online de Mentores? O Programa é responsável pela formação de mentores, sua proposta curricular é flexível e foca o desenvolvimento profissional de professores experientes. A investigação qualitativa baseou-se na análise descritivo-interpretativa das narrativas presentes em quatro atividades, realizadas durante o processo formativo, de quatro participantes. Foram analisados conhecimentos pedagógicos gerais, conhecimentos de conteúdo específico, conhecimentos pedagógicos do conteúdo, conhecimentos sobre formação e atuação docente e, por fim, conhecimentos sobre a função de gestor, de mentor e da escola. Como resultado, percebe-se que a base de conhecimentos atribuída ao mentor se assemelha à dos profissionais gestores e formadores de professores, ainda que a prática da mentoria e em sala de aula seja importante para que a base seja continuamente remodelada e aperfeiçoada para melhorar o desempenho do mentor e, possivelmente, dos professores iniciantes por ele acompanhados. Palavras-chave: Programa de Formação Online de Mentores; Identidade docente; Base de conhecimentos para o ensino ABSTRACTThis article aims to analyze the knowledge base of experienced teachers and participants of an Online Mentor Education Program from UFSCar Brazil and to answer the question: what specific, pedagogical and mentoring skills, that will assist the mentor to fulfill a new role, are evidenced by the experienced teachers participating of Online Mentor Education Program? This mentor training program has a flexible curriculum and focuses on the professional development of experienced teachers. The qualitative research was based on the descriptive and interpretative analysis of four narratives from four selected participants from a wider group and written during the training. It analyzed pedagogical knowledge, specific content knowledge, pedagogical knowledge content, knowledge about training and teaching practice and knowledge of the manager role, mentor and school. As results, the data analysis shows that the mentor knowledge base resembles the professional managers’ and teacher educators’. However, teaching and mentoring practice is important so that this knowledge base is continuously remodeled and improved, thus improving the mentors’ performance and, possibly, of beginning teachers accompanied by them.Keywords: Online Mentor Education Program; Teacher identity; Knowledge base for teaching

Retrieval of Bio-Geophysical Parameters from Remotely Sensing Data by Using Bayesian Methodology

2007 ◽  
pp. 222-252
Author(s):  
C. Notarnicola
Keyword(s):  
Experimental Data ◽  
Theoretical Model ◽  
Theoretical Models ◽  
Data Sets ◽  
Model Errors ◽  
Sources Of Information ◽  
Remotely Sensed Data ◽  
Bayesian Methodology ◽  
Information Models ◽  
Bayesian Methodologies

This chapter introduces the use of Bayesian methodology for inversion purposes: the extraction of bio-geophysical parameters from remotely sensed data. Multisources information, such as different polarizations, frequencies, and sensors are fundamental to the development of operationally useful inversion systems. In this context, Bayesian methodologies offer a convenient tool of combining two or more disparate sources of information, models, and data. The chapter describes the development of a general model starting from a theoretical model, including the sensor noise and the model errors, by using a Bayesian approach. Furthermore, the developed procedure is applied to some experimental data sets. The author hopes that considering theoretical models and experimental data in many different configurations can give an idea of the versatility and robustness of the Bayesian framework.

Design and Compiling of Laser Propagation Simulation Software in Atmospheric Environment

2012 ◽  
Vol 490-495 ◽  
pp. 2136-2140
Author(s):  
Tong Gang Zhao ◽  
Zhi Qiang Zhang
Keyword(s):  
Theoretical Model ◽  
Rayleigh Scattering ◽  
Hot Spot ◽  
Theoretical Models ◽  
Mie Scattering ◽  
Simulation System ◽  
Simulation Software ◽  
Atmospheric Environment ◽  
Laser Propagation ◽  
Atmospheric Propagation

As development of laser technology, the characteristic of laser atmospheric propagation is always hot spot in laser domain. Using theoretical models of laser atmospheric propagation, a simulation system is researched by implementing a scientific method of software development. This simulation system can simulate the radiate property of laser propagation in atmosphere, and demonstrate the course of laser propagation. This theoretical model of atmospheric propagation is based on Lambert-Beer law, combined with other classic theoretical model such as Rayleigh scattering and Mie scattering. Multiple scattering theories are used when simulating the laser propagation in smoke or fog. In calculation, the atmosphere is divided into layer. An appropriate model will be selected for calculation in each layer in order to enhance the stimulation precision. Lastly, the figure of light spot is drawn along with transmission space. Laser atmospheric propagation is demonstrated.

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