scholarly journals ENSINO DE BIOLOGIA E METODOLOGIAS ATIVAS: RELATO DE TRABALHO COM TURMAS DO 2º ANO DO ENSINO MÉDIO

Professare ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 19
Author(s):  
Ismael Dagostin-Gomes
Keyword(s):  
High School ◽  
Field Work ◽  
Natural Sciences ◽  
Laboratory Practice ◽  
Santa Catarina ◽  
Pedagogical Action ◽  
Theory To Practice ◽  
De Se ◽  
Second Year ◽  
K 12

<p>Um exercer pedagógico que estabeleça relações entre a teoria e a práxis, promovendo a interatividade e o contexto dos alunos, ainda é um dos desafios da educação. Associado à esta demanda, e considerando um público discente gradativamente mais ativo e conectado, o ensino de ciências naturais também carece de maior significação, apesar das inúmeras possibilidades de se transpor didaticamente os elementos e fenômenos da natureza. Nesta perspectiva, este trabalho tem o objetivo de relatar algumas atividades didáticas utilizando metodologias ativas desenvolvidas com seis turmas de 2º Ano do Ensino Médio do Colégio Satc (Criciúma - SC) na disciplina de Biologia. As atividades foram dividias em três trimestres, com conteúdos programáticos de microbiologia, zoologia e botânica, respectivamente. Envolvendo aproximadamente 210 alunos, realizou-se 24 atividades, caracterizadas como práticas de laboratório e aulas de campo, entre abril e setembro de 2018. Percebeu-se, ao longo das atividades, o envolvimento positivo dos alunos, e oportunizou-se conteúdos (conceituais, procedimentais e atitudinais) para o desenvolvimento de habilidades e competências.</p><p><strong>Palavras-chave:</strong> Ensino de biologia. Metodologias ativas. Ensino médio.</p><p align="center"><strong> </strong></p><p align="center"><strong>ABSTRACT</strong></p><p align="center"><strong> </strong></p><p>A pedagogical action that connects theory to practice, promoting interactivity and the context of he students, is still a challenge for education. Associated with this demand, and considering the students, gradually more active and connected, the teaching of natural sciences also lack more significance. Even though, there are numerous possibilities to transform didactically the elements and phenomenons of nature. In this perspective, this work aims to report some didactic activities using active methodologies which were applied with 6 biology classes of students in the second year of high school, at SATC, a K-12 school located in Criciuma, Santa Catarina. The activities were divided in three semesters. The contents covered in the lessons respectively were microbiology, zoology and botanics. It was applied with approximately 210 students and through 24 activities, characterized as laboratory practice and field work, between April and September of 2018. It was noticed throughout the activities that students engaged positively, and that, it provided conceptual, procedural and attitudinal contents for the development of abilities and competences.</p><p><strong>Keywords:</strong> Biology teaching. Active methodologies. High school.</p>

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.

Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District

2009 ◽  
Vol 7 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Phitsamay Uy
Keyword(s):  
High School ◽  
High School Students ◽  
New England ◽  
Asian American ◽  
Dropout Rates ◽  
School Students ◽  
Study Support ◽  
Asian American Student ◽  
K 12

In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

Making Entrepreneurs? Makerspaces and Entrepreneurial Intent Among High School Students

2021 ◽  
pp. 097135572110256
Author(s):  
Eric Joseph van Holm
Keyword(s):  
High School ◽  
High School Students ◽  
New Orleans ◽  
Economic Status ◽  
School Students ◽  
Important Resource ◽  
Socio Economic Status ◽  
Professional Goals ◽  
Entrepreneurial Intent ◽  
K 12

Makerspaces have grown over the last two decades and provide a potentially important resource to entrepreneurs. One area where the expansion of makerspaces has been the largest is in educational settings, at both K-12 schools and colleges. However, scant research to date has analysed whether students visiting a makerspace have any relationship with their professional goals or intentions. This study uses a survey conducted in New Orleans to analyse the predictors of what students use a makerspace, and the potential relationship visiting may have with entrepreneurial intent. The analysis finds that students with a higher socio-economic status appear to use makerspaces more often, and that students who visited makerspaces are more likely to express interest in starting their own businesses.

Digital stories, material transformations: reflections of education students in a pre-teacher program

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Christina Louise Romero-Ivanova ◽  
Paul Cook ◽  
Greta Faurote
Keyword(s):  
High School ◽  
Teacher Education ◽  
Narrative Analysis ◽  
Digital Storytelling ◽  
Teacher Education Program ◽  
Education Students ◽  
Content Type ◽  
Peer Reviews ◽  
Digital Stories ◽  
K 12

Purpose This study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011). Design/methodology/approach Using grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews. Findings The seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper. Research limitations/implications The research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis. Practical implications In reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subject areas to help students plan their stories. Teachers will also be able to glean knowledge on using students’ peer reviews as a kind of authentic assessment. Social implications The authors hope in writing and presenting this paper is that teachers and instructors at different levels, K-12 through higher education, will consider digital storytelling as a pedagogical and learning practice to spark deeper conversations within the classroom that flow beyond margins and borders of instructional settings out into the community and beyond. The authors hope that others will use opportunities for storytelling, digital, verbal, traditional writing and other ways to spark conversations and privilege students’ voices and lives. Originality/value As the authors speak of the original notion of using students’ crucial events as story starters, this is different than prior research for digital storytelling that has focused on lesson units or subject area content. Also, because the authors have used crucial events, this is an entry point to students’ lives and the creation of rapport within the classroom.

scholarly journals Exumando rosas, procurando (por) símbolos: a revista Rosa Cruz (1901 e 1904)

2016 ◽  
Vol 16 (26) ◽  
pp. 25
Author(s):  
Fernando Floriani Petry
Keyword(s):  
Rio De Janeiro ◽  
Santa Catarina ◽  
De Se

http://dx.doi.org/10.5007/1984-784X.2016v16n26p25Este artigo, decorrente das reflexões iniciadas durante o mestrado em literatura realizado no Núcleo de Estudos Literários e Culturais da Universidade Federal de Santa Catarina / NELIC – UFSC, apresenta algumas das diferentes leituras possíveis para a revista simbolista Rosa-Cruz, publicada nos anos de 1901 e 1904 no Rio de Janeiro. Bastante desconhecida na historiografia literária brasileira, tem-se até hoje uma única chave de leitura da revista: um veículo de homenagem à Cruz e Sousa. A proposta deste artigo é discorrer sobre outros possíveis modos de se ler a revista, partindo de uma análise do seu título e dos diferentes grupos de autores que por ela circularam.

Impact of an intuitive eating education program on high school students’ eating attitudes

2015 ◽  
Vol 115 (2) ◽  
pp. 214-228 ◽  
Author(s):  
Nicole Healy ◽  
Elana Joram ◽  
Oksana Matvienko ◽  
Suzanne Woolf ◽  
Kimberly Knesting
Keyword(s):  
High School ◽  
High School Students ◽  
Healthy Eating ◽  
Education Program ◽  
Eating Attitudes ◽  
Small Sample ◽  
Intuitive Eating ◽  
School Students ◽  
Content Type ◽  
K 12

Purpose – There is a growing need for school-based nutritional educational programs that promote healthy eating attitudes without increasing an unhealthy focus on restrictive eating or promoting a poor body image. Research suggests that intuitive eating (IE) approaches, which encourage individuals to focus on internal body signals as a guide for eating, have had a positive impact on eating-related psychological outcomes in adults. The purpose of this paper is to investigate the effects an IE education program on the eating attitudes of high school students. Design/methodology/approach – In a quasi-experimental study, 48 high school students (30 females) in a Midwest town in the USA received instruction on IE or a comparison program over seven days during health classes. Repeated measures analyses of covariance were conducted to examine changes in eating attitudes in sexes across conditions. Findings – Students who received the IE program made significantly greater gains in overall positive eating attitudes on the Intuitive Eating Scale than students in the comparison program (p=0.045), as well as on the Unconditional Permission to Eat subscale (p=0.02). There were no significant effects of sex on any of the analyses. Research limitations/implications – Because of the relatively small sample size and short duration of the program, the results should be generalized with caution. Practical implications – The results suggest that IE instruction may encourage the development of healthy eating attitudes in high school students, and health teachers may wish to consider including IE instruction in the health curriculum. Originality/value – This is the first study to examine the effectiveness of an IE program in a K-12 population, with instruction provided in the context of the school. The results are promising and suggest that this may be a fruitful area for future research in nutrition education.

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