scholarly journals A neurociência e as múltiplas representações: possíveis convergências para o ensino de ciências

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Mário Sérgio Nunes Bica ◽  
Pâmela Billig Mello Carpes ◽  
Rafael Roehrs
Keyword(s):  
Science Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Multiple Representations ◽  
Reference Points ◽  
Learning Science ◽  
International Evaluation ◽  
Fundamental Knowledge ◽  
Evaluation Programs

Resumo: O ensino de ciências pressupõe um conjunto de diferentes símbolos e formas de comunicação, por conta disso, torna-se questionável um esquema educacional baseado num único formato representativo. Conforme apontam programas internacionais de avaliação e as nossas diretrizes curriculares, o processo para aprender ciência envolve um desafio representacional em uma variedade de contextos. Nesse sentido, existe uma linha de investigação da área do ensino de ciências, denominada Múltiplas Representações, que defende a utilização de diferentes formas de comunicação no processo de ensino e aprendizagem. Estudos recentes da neurociência apontam alguns resultados que se inserem nessa perspectiva, relacionando conhecimentos fundamentais das bases neurobiológicas da aprendizagem, da memória, das emoções, sobretudo respeitando a individualidade cognitiva dos alunos. Esse trabalho apresenta pontos de convergência entre referenciais do ensino de ciências e postulados do campo da neurociência, em que ambos podem vir a amparar e contribuir sobre o processo da prática docente no ensino de ciências.Palavras-chave: Neurociência. Múltiplas Representações. Ensino de Ciências. Cognição. Memória. THE CONVERGENCE BETWEEN NEUROSCIENCE AND THE MULTIPLE REPRESENTATIONS FOR SCIENCE TEACHINGAbstract: The teaching of sciences presupposes a set of different symbols and forms of communication. Because of this, it becomes questionable an educational schemed based on a single representative format. As pointed out by international evaluation programs and our curricular guidelines, the process of learning science involves a representational challenge in a variety of contexts. In this sense, there is a line of research in the area of science teaching, denominated multiple representations, which advocate the use of different forms of communication in the teaching and learning process. Recent studies of neuroscience point to some results that fit into this perspective, linking fundamental knowledge of the neurobiological bases of learning, of memory, of emotions, above all respecting the students cognitive individuality. This work presents points of convergence between reference points of science teaching and postulates of neuroscience field, in which both can come to support and contribute to the process of teaching practice in science teaching.Keywords: Neuroscience. Multiple Representations. Science teaching. Cognition. Memory.

scholarly journals Educational Robotics in Science Teaching

2021 ◽  
Vol 9 (9) ◽  
pp. 262-273
Author(s):  
Vanessa Faria de Souza ◽  
Edimar Manica ◽  
Roger Luis Hoff Lavarda ◽  
Tiago Rios da Rocha
Keyword(s):  
High School ◽  
Computer Science ◽  
Science Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Software ◽  
Learning Science ◽  
Educational Robotics ◽  
Internal Source ◽  
And Robotics

The use of technologies such as educational software and robotics to support the teaching and learning process is increasing. Educational robotics has proven to arouse interest in students, as it allows physical handling and active participation in the learning process. In this sense, this manuscript aims to describe the Educational Robotics research project as an Incentive to the Study of Science approved in PROPPI EDITAL No. 77/2017 - INTERNAL SOURCE 2018/2019, which had as a proposal to integrate undergraduates of Licentiate Degree in Mathematics and Computer Science of IFRS - Campus Ibirubá to jointly carry out analyzes and develop procedures for teaching and learning science (mathematics/physics) using Educational Robotics resources, motivating students of the Technical Course in Computing Integrated to High School. Thus, while this project offered an internship field for undergraduates, it promoted interest in the study of science among participants, leading them to engage and promoting greater participation.

Pembelajaran Inovatif Ipa Di Sd/Mi Berorientasi Konstruktivistik (Contextual Teaching And Learning)

AKADEMIKA ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 217-229
Author(s):  
Elya Umi Hanik
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Dominant Strategy ◽  
Learning Science ◽  
Practical Implementation ◽  
Natural Phenomena ◽  
Full Knowledge ◽  
Contextual Teaching

This article discusses about the Contextual Teaching and Learning (CTL) as an innovation of learning science in elementary schools. In fact, the practical implementation of learning is still focused on the teacher as the main actor in which instruction is the dominant strategy in the learning process. Basically CTL is a concept of learning that helps educators link between what is taught with real-world situations of students and encourages them to make connections between the knowledge possessed and implemented in their lives. The concept of CTL applied in science teaching course could have implications, especially in learning to understand the natural phenomena that are not only conceptual. In consequence, students can receive full knowledge built through real experiences.

scholarly journals Efektivitas Pembelajaran Kooperatif Tipe STAD Pada Materi Pokok Perbandingan Di SMPN II Megaluh Jombang

2018 ◽  
Vol 4 (2) ◽  
pp. 141-152
Author(s):  
Rifa Nurmilah
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Descriptive Analysis ◽  
Learning Outcome ◽  
Cooperative Teaching ◽  
Conventional Teaching ◽  
Quasi Experimental ◽  
Better Than

The aims of this research are: 1) to investigate the effectiveness of cooperative teaching practice using STAD type in the topic of comparison; 2). investigate whether the learning outcome of the students who were involved in cooperative learning process is better than those who were involved in conventional learning process in the topic of comparison. This research was quasi experimental research. The samples of this research were the students of VIIA as the experimental classroom and the students of VIIB as the control classroom. Based on the descriptive analysis, it was concluded that the use of cooperative learning using STAD type in the topic of comparison in SMPN II Megaluh was proven effective with criteria 1) students mastery reach 87.09%, 2) the students active participation is effective, 3) the teachers capability in managing classroom is effective, 4) the students response of the teaching and learning practice are positive. Based on the analysis by using inferential t-test, it was gained ttest= 2.197 and ttest > ttable,. It means the students learning outcome using cooperative teaching and learning process was better than those using conventional teaching and learning process in SMPN II Megaluh Jombang, academic year 2013/2014.

scholarly journals O Uso do Plano de Tutoria na Prática Docente do Tutor Online na Universidade Aberta do Brasil

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Emmanuele Maria Correia Costa ◽  
Cleide Jane de Sá Araújo Costa
Keyword(s):  
Distance Education ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Virtual Classroom ◽  
Pedagogical Practice ◽  
Support Tools ◽  
Qualitative Nature

O estudo investiga contribuições do plano de tutoria para a prática do tutor na UAB/EaD de um curso da Universidade Federal de Alagoas, com objetivo de analisar a efetividade dos planos de tutoria na ação do tutor e se eles são instrumentos de suporte que auxiliam no processo de aprendizagem dos estudantes da EaD. É um estudo de caso de natureza qualitativa com finalidade de perceber a prática do tutor a partir do uso dos planos de tutoria que auxiliam no processo de aprendizagem dos estudantes. Para a coleta de dados, realizou-se pesquisa bibliográfica com base no Guia do Tutor da Coordenadoria Institucional de Educação a Distância da Ufal, análise dos planos de tutoria e aplicação de questionário com tutores. O problema referiu-se às contribuições do plano de tutoria para a prática pedagógica do tutor no processo de aprendizagem na sala de aula virtual. Os resultados apontam que os planos de tutoria são efetivos na ação docente do tutor e são instrumentos de suporte que contribuem para o processo de ensino e aprendizagem desde que respeitem os elementos mínimos considerados essenciais pela Coordenadoria Institucional de Educação a Distância (Cied), estejam descritos de forma clara e objetiva e ser socializados entre os tutores, com vistas a favorecer uma efetiva ação docente.Palavras-chave: Plano de tutoria, Tutoria, Planejamento, Aprendizagem. The Use of the Tutoring Plan in the Online Tutor's Teaching Practice at the Open University in BrazilAbstractThe study investigates contributions of the tutoring plan in the tutor practice at the OUB/DE of a course at the Federal University of Alagoas with the objective of analyzing the effectiveness of the tutoring plans in the tutor's action and whether they are support tools that help in the learning process of the students of the DE. It is a case study of a qualitative nature with the purpose of perceiving the practice of the tutor from the use of the mentoring plans that aid in the learning process of the students. For data collection, a bibliographic research was carried out based on the Tutor's Guide to the Institutional Coordination of Distance Education of UFAL, the analysis of the tutoring plans and the application of a questionnaire with tutors. The problem was: What are the contributions of the tutoring plan to the pedagogical practice of the tutor in the learning process in the virtual classroom? The results show that tutoring plans are effective in the tutor's teaching action and are support tools that contribute to the teaching and learning process, as long as they respect the minimum elements considered essential by the Institutional Coordination of Distance Education (ICDE) and are described in a clear and objective way, to be shared among the tutors, in order to favor an effective teaching action.Keywords: Tutoring plan, Mentoring, Planning, Learning.

scholarly journals Leiturarte: Literatura e Arte nos Anos Iniciais do Ensino Fundamental

2017 ◽  
Vol 18 (1) ◽  
pp. 18
Author(s):  
Jacqueline Lidiane de Souza Prais ◽  
Sueli De Oliveira Castilho
Keyword(s):  
Action Research ◽  
Primary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Project Development ◽  
Teaching Literature ◽  
Art And Literature ◽  
The Arts ◽  
Methodological Strategy

Este artigo apresenta a discussão sobre o ensino de Arte e de Literatura nos anos iniciais do Ensino Fundamental, bem como a estratégia metodológica desenvolvida no Projeto Leiturarte. Destaca nos documentos oficiais o encaminhamento para o ensino de Arte e de leitura/ literatura, apontando as contribuições das estratégias metodológicas, que visam à interdisciplinaridade e justifica o desenvolvimento do Projeto Leiturarte como possibilidade metodológica qualitativa no ensino de Arte e Literatura no Ensino Fundamental. Para alcançar tais objetivos, a metodologia utilizada foi pesquisa bibliográfica e a pesquisa descritiva e de campo por meio da pesquisa-ação. Dessa forma, aponta uma contribuição para prática docente destacando que a interdisciplinaridade deve ser reconhecida como estratégia metodológica ao estabelecer conexões entre os conhecimentos a serem ensinados aos alunos. O Projeto Leiturarte demonstrou, qualitativamente, resultados para o processo ensino e aprendizagem nos anos iniciais no Ensino Fundamental, redimensionamento a compreensão do ensino de Arte e de Literatura.Palavras-chave: Ensino de Arte. Literatura. Leiturarte. Experiência Pedagógica. AbstractThis article presents a discussion about the teaching of Art and Literature in the initial Primary School years, as well as the methodological strategy developed in the Leiturarte Project. It emphasizes in the official documents the follow-upto the teaching of Arts and reading/Literature, pointing out the  methodological strategies contributions which aim at the interdisciplinarityand justifies the e Leiturarte Project development as a qualitative methodological possibility in the teaching of Art and Literature in the Primary School. To achieve the goals, the bibliographical, descriptive and field researches, throughthe action-research, were used as the methodology. Thus, it brings a contribution for the teaching practice emphasizing that the interdisciplinaritymust be recognized as a methodological strategy establishing connections withinthe knowledge to be taught to the students. The Leiturarte Project showed, qualitatively, results  for the teaching and learning process in the initial Primary School years resizing the  Arts and Literature’s teaching comprehension. Keywords: Arts teaching. Literature. Leiturarte. Pedagogical Experience. 

scholarly journals Percepção de licenciandos sobre o papel da experimentação no ensino de química

2021 ◽  
Vol 5 (1) ◽  
pp. 72-88
Author(s):  
Paula Cavalcante Monteiro ◽  
Maria Aparecida Rodrigues ◽  
Ourides Santin Filho ◽  
Michel Corci Batista
Keyword(s):  
Elementary School ◽  
Science Teaching ◽  
Learning Process ◽  
Residency Program ◽  
Teaching And Learning

Resumo: Diante das dificuldades envolvidas no Ensino de Ciências e a necessidade de abordagens lúdicas para facilitar o processo de ensino e aprendizagem, este artigo apresenta de forma sucinta um relato de experiência vivenciada pelos pesquisadores durante a aplicação de uma gincana intitulada “compartilhando o conhecimento” realizada com alunos do 6º ano do Ensino Fundamental da Unidade Integrada Manoel Campos Sousa no município de Bom Jesus das Selvas – MA. A proposta foi desempenhada no âmbito do Programa Residência Pedagógica em maio de 2019. Os resultados apontam para a eficácia da proposta e demonstram a importância do uso dessas ações para proporcionar aos discentes de forma prazerosa o desenvolvimento da socialização, além de habilidades cognitivas.Palavras-chave: Ensino de Ciências; Lúdico; Ensino e Aprendizagem. Play and science teaching: reflections on the gincana “sharing knowledge” in the framework of the pedagogical residence programAbstract: Because the difficulties involved in Science Teaching and the need for playful approaches to facilitate the teaching and learning process, this article succinctly presents an account of the experience lived by researchers during the application of a contest called “sharing knowledge” carried out with 6th-year students of Elementary School at the Manoel Campos Sousa Integrated Unit in the municipality of Bom Jesus das Selvas - MA. The proposal was carried out within the scope of the Pedagogical Residency Program in May 2019. The results point to the effectiveness of the proposal and demonstrate the importance of using these actions to provide students with pleasure in the development of socialization, in addition to cognitive skills.Keywords: Science teaching; Playful; Teaching and learning. 

scholarly journals ANÁLISIS CRÍTICO SOBRE LAS POSIBLES INFLUENCIAS EN EL PROCESO DE ENSEÑANZA Y APRENDIZAJE DE CIENCIAS

PARADIGMA ◽  
2020 ◽  
pp. 28-52
Author(s):  
Emerson Pereira Branco ◽  
Alessandra Batista de Godoi Branco ◽  
Shalimar Calegari Zanatta
Keyword(s):  
Public Schools ◽  
Science Teaching ◽  
Learning Process ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Technological Development ◽  
Physical Structure ◽  
Analysis Methodology ◽  
Teaching Learning ◽  
Science Classes

En este artículo proporcionamos un análisis crítico del proceso de enseñanza y aprendizaje de Ciencias en Brasil. El análisis se basa principalmente en las especificidades de la enseñanza de las Ciencias que, debido a su carácter epistemológico, expande su complejidad en el proceso de enseñanza y aprendizaje. Como metodología de análisis, utilizamos la investigación bibliográfica y documental. El objetivo principal del estudio es analizar los posibles factores, así como las influencias internas y externas que, en el contexto de la educación pública, dificultan la calidad de la enseñanza. Los resultados muestran que varios factores han sido decisivos en la organización pedagógica y curricular de las escuelas. Entre los más relevantes podemos mencionar, el desarrollo tecnológico, las políticas neoliberales, la educación y capacitación de docentes, el número insuficiente de docentes con capacitación específica para impartir clases de Ciencias, la falta de estructura física e inversiones en escuelas públicas, el carácter positivista de la ciencia y la mala interpretación de las pedagogías constructivistas.Palabras clave: Enseñanza de las Ciencias. Formación de profesores. Teorías constructivistas. UMA ANÁLISE CRÍTICA SOBRE AS POSSÍVEIS INFLUÊNCIAS NO PROCESSO DE ENSINO E APRENDIZAGEM DE CIÊNCIAS ResumoNo presente artigo discorremos uma análise crítica sobre o processo de ensino e aprendizagem de Ciências no Brasil. A análise se pauta principalmente, nas especificidades do ensino de Ciências que, devido seu caráter epistemológico, amplia sua complexidade no processo de ensino e aprendizagem. Como metodologia de análise, utilizamos a pesquisa bibliográfica e documental. O estudo tem por objetivo principal analisar os possíveis fatores, bem como as influências internas e externas, que, no contexto da educação pública, dificultam um ensino de qualidade. Os resultados apontam que diversos fatores têm sido decisivos na organização pedagógica e curricular das escolas. Entre os mais relevantes podemos citar, o desenvolvimento tecnológico, as políticas neoliberais, a formação e a capacitação dos professores, a insuficiência no número de professores com formação específica para ministrar aulas de Ciências, a falta de estrutura física e de investimentos nas escolas públicas, o caráter positivista da Ciência e a má interpretação das pedagogias construtivistas.  Palavras-chaves: Ensino de Ciências. Formação de Professores. Teorias Construtivistas. A CRITICAL ANALYSIS OF POSSIBLE INFLUENCES IN THE TEACHING-LEARNING PROCESS OF SCIENCE AbstractIn this article we provide a critical analysis of the science teaching and learning process in Brazil. The analysis is based mainly on the specificities of Science teaching which, due to its epistemological character, expands its complexity in the teaching and learning process. As an analysis methodology, we use bibliographic and documentary research. The main objective of the study is to analyze the possible factors, as well as the internal and external influences, which, in the context of public education, hinder quality teaching. The results show that several factors have been decisive in the pedagogical and curricular organization of schools. Among the most relevant we can mention, technological development, neoliberal policies, teacher education and training, the insufficient number of teachers with specific training to teach Science classes, the lack of physical structure and investments in public schools, the positivist character of Science and the misinterpretation of constructivist pedagogies.Keywords: Teaching of Sciences, Teacher Training, Constructivist Theories. 

scholarly journals What Can We Learn from the ELPSA, SA, and PSA Frameworks? The Experience of SEAQiM

2017 ◽  
Vol 7 (1) ◽  
pp. 65-76
Author(s):  
Fadjar Shadiq
Keyword(s):  
Learning Process ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Lesson Design ◽  
Scientific Approach ◽  
Mathematics Teaching And Learning ◽  
The Republic

One of education problems in Indonesia according to Dr. Anies Baswedan, the former Minister of Education and Culture of the Republic of Indonesia, was: “How to help Indonesian students to be independent learners and have good characters?” This question then raises an issue: “What kinds of knowledge, skills, and attitudes are needed by our students to survive in the 21st Century and beyond?” Earlier the author stated (Shadiq, 2016a) that to change and improve the quality of the teaching and learning process from a ‘typical’ or ‘traditional’ mathematics classroom to a more innovative one was not easy. Afurther issue was: “How to change real teaching practice?” Mathematics teachers need to experience ways that they will be expected to implement in their teaching. Isoda (2011) proposed a Problem Solving Approach (PSA) which consists of four steps: (1) problem posing, (2) independent solving, (3) comparison and discussion, and (4) summary and integration. In Indonesia, we can learn from Scientific Approach (SA) which covers five steps: (1) observing, (2) questioning, (3) collecting data or experimenting, (4) reasoning, and (5) communicating. In addition, Lowrie and Patahuddin (2015) proposed Experiences, Language, Pictures, Symbols, Application (ELPSA) as a lesson design framework for mathematics teaching and learning process. A problem is examined based on these three frameworks where at least 11 alternatives can be identified to solve it. The paper ends with some recommendations on how to improve Indonesian mathematics teaching.

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