scholarly journals A LINGUAGEM CARTOGRÁFICA COMO SUPORTE AO DESENVOLVIMENTO DO PENSAMENTO ESPACIAL DOS ALUNOS NA EDUCAÇÃO BÁSICA

2017 ◽  
Vol 7 (13) ◽  
pp. 187-206
Author(s):  
Ronaldo Goulart Duarte
Keyword(s):  
Research Council ◽  
National Research Council ◽  
Field Research ◽  
The United States ◽  
Scientific Field ◽  
Geography Education ◽  
Daily Activities ◽  
Spatial Thinking ◽  
Education School ◽  
K 12

Apesar dos mapas e globos serem percebidos por muitos como um símbolo da Geografia, são conhecidos os problemas e desafios que envolvem a dupla Educação Geográfica-Cartografia Escolar. Estamos entre aqueles que defendem a perspectiva de que a articulação entre a Educação Geográfica e a Cartografia Escolar possui grande relevância para o desenvolvimento do pensamento espacial dos estudantes da escola básica e que essa dimensão da inteligência é essencial para a cidadania consciente e para o exercício das mais diversas atividades profissionais e cotidianas. Para fundamentar essa posição, recorremos ao campo de pesquisas do pensamento espacial (spatial thinking), desenvolvido principalmente nos Estados Unidos no decorrer das últimas décadas. Dessa forma, adotamos a definição apresentada no relatório do National Research Council (2006) e que se tornou a referência nessa seara de investigação: “Pensamento espacial – um tipo de pensamento – é baseado na amálgama de três elementos: conceitos espaciais, instrumentos de representação e processos de raciocínio” (NRC, 2006, ix). Neste artigo, apresentamos, de maneira sinótica, os significados e articulações que envolvem esses três elementos e também alguns fundamentos para justificar a nossa defesa da pertinência desse campo científico como capaz de agregar potência teórica e metodológica à Cartografia Escolar brasileira. PALAVRAS-CHAVE Educação Geográfica. Cartografia Escolar. Pensamento Espacial. CARTOGRAPHIC LANGUAGE AS A SCAFFOLD FOR THE DEVELOPMENT OF SPATIAL THINKING OF STUDENTS ABSTRACT Despite the fact that maps and globes are popularly known as symbols of geography, there are old and persistent problems and challenges that remain strong, concerning school cartography in geography education. We are among those who defend that Geography Education and School Cartography have both great importance for the development of spatial thinking among students in K-12 and that this dimension of intelligence is crucial for citizenship and for the practice of many professional and daily activities. To support this perspective we decided to betake the field research known as “spatial thinking”, developed mostly in the United States during the last two decades. As a consequence we adopted the definition that was presented in the report of the National Research Council (2006), which has become the main reference in the field: “Spatial thinking—one form of thinking— is based on a constructive amalgam of three elements: concepts of space, tools of representation, and processes of reasoning” (NRC, 2006, ix). In this paper we briefly present the meanings and connections between those three elements and also some foundations to justify our position that this scientific field is capable of adding theoretical and methodological power to Brazilian school cartography. KEYWORDS Geography Education. School Cartography. Spatial Thinking. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

An Analysis of Mathematics Requirements and Recommendations for Admission to PhD Programs in Economics

2017 ◽  
Vol 63 (1) ◽  
pp. 110-114
Author(s):  
Martin Milkman ◽  
Riza Marjadi
Keyword(s):  
United States ◽  
Research Council ◽  
Academic Research ◽  
National Research Council ◽  
The United States ◽  
Prospective Students ◽  
Research Activity ◽  
Mathematics Courses ◽  
Phd Programs ◽  
Jel Classifications

This article presents an analysis of the mathematics course requirements and recommendations for prospective students seeking entry into economics PhD programs in the United States. We find that applicants must complete seven mathematics courses to safely assume that they have enough math credits for admission to most programs. Using National Research Council (NRC) rankings of economics departments according to the level of research activity, we find no strong evidence that the mathematics courses required and recommended are dependent upon the level of academic research conducted by the faculty in the respective PhD programs. JEL Classifications: A22, A23

Accountability Challenges in Networks and Partnerships: Evidence from Educational Partnerships in the United States

2004 ◽  
Vol 70 (2) ◽  
pp. 331-344 ◽  
Author(s):  
Muhittin Acar ◽  
Peter J. Robertson
Keyword(s):  
United States ◽  
Public Schools ◽  
Field Research ◽  
The United States ◽  
Public Private Partnerships ◽  
Interorganizational Networks ◽  
Access To Information ◽  
Educational Partnerships ◽  
Non Profit ◽  
K 12

The study from which this article is drawn constitutes one of the first attempts to remedy the paucity of research on accountability in the context of interorganizational networks and public–private partnerships. The data for the study were drawn from field research focusing particularly on partnerships formed between K-12 public schools and private and/or non-profit organizations in the United States. The most frequently cited difficulties associated with accountability in partnerships were the availability of and access to information, sectoral and personal differences, and frequent changes in personnel, resources, and partners.

The history of science in the science classroom: The past is the key to the future in science education

2015 ◽  
Vol 34 (2) ◽  
pp. 310-332 ◽  
Author(s):  
Renee M. Clary ◽  
James H. Wandersee
Keyword(s):  
United States ◽  
Science Education ◽  
History Of Science ◽  
Nature Of Science ◽  
Research Council ◽  
National Research Council ◽  
The United States ◽  
Student Understanding ◽  
Science Classrooms ◽  
History Of

In many science classes, students encounter ‘final form’ science (Duschl 1990, 1994) in which scientific knowledge is presented as a rhetoric of conclusions (Schwab 1962). Incorporation of the history of science in modern science classrooms combats this false image of linear science progression. History of science can facilitate student understanding of the nature of science, pique student interest, and expose the cultural and societal constraints in which a science developed, revealing science's ‘human side’ (Matthews 1994). Carefully selected and researched episodes from the history of science illustrate that scientists sometimes chose incorrect hypotheses, misinterpreted data, and argued about data analysis. Our research documented that historical vignettes can hook students' attention, and past controversies can be used to develop students' analysis and argumentation skills before turning class attention to modern controversial issues. Historical graphics also have educational potential, as they reveal the progression of a science and offer alternative vehicles for data interpretation. In the United States, the National Science Education Standards (United States National Research Council 1996) acknowledged the importance of the History and Nature of Science by designating it as one of eight science content strands. However, the new United States Next Generation Science Standards (Achieve 2013) no longer include this strand, although the importance of the nature of science is still emphasized in the science framework (United States National Research Council 2012). Therefore, it is crucial that science education researchers continue to research and implement the history of science via interdisciplinary approaches to ensure its inclusion in United States science classrooms for better student understanding of the nature of science.

scholarly journals The United States National Research Council

Nature ◽  
1916 ◽  
Vol 98 (2448) ◽  
pp. 77-79
Author(s):  
GEORGE ELLERY HALE
Keyword(s):  
United States ◽  
Research Council ◽  
National Research Council ◽  
The United States
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