Universidade Luterana do Brasil: Periódicos ULBRA
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Blog as a Pedagogical Strategy to Enhance Learning About Household Solid Waste
Get PDFBackground: In contemporary times, challenges in the field of education are growing, especially regarding the integration of different methods of student engagement and training. Technology emerges with possibilities for innovative strategies aimed at enhancing learning and contributing to addressing environmental issues effectively. Teachers, in their pedagogical practices, should take into account the socio-environmental reality and integrate Environmental Education for participatory interventions in environmental issues. The use of blogs in Science education enables a more engaging interaction with the content, resulting in a more meaningful and contextualised learning experience. Objectives: To develop a blog to address household solid waste management and evaluate it as a technological tool for enhancing understanding of household solid waste management. Design: The methodology employed in this research was a qualitative approach. Setting and Participants: Thirty-five students from two seventh-grade classes at São Francisco Municipal Elementary School in the municipality of Tupandi/RS. Data collection and analysis: Two questionnaires were administered to the students, one pre-activity and another post-activity, and a blog was developed in each class. The quantitative data were analysed through descriptive statistical analysis, while the qualitative data were subjected to content analysis. Results: Most students had no prior experience with blogging, and their limited knowledge of the concept was associated with using the media tool as a page for posting personal life details. During the blog development, students did not encounter difficulties handling the platform's icons. The evaluation characterised the blog as a positive learning tool regarding household solid waste management, recognised by the students as meaningful in classroom practices. Conclusions: The development of blogs served as a technological and pedagogical strategy that facilitated learning about household solid waste management, connecting with the local reality and fostering a sense of ownership and responsibility among the students, aligning with one of the purposes of Environmental Education. Furthermore, the integration of the blog in Science education enabled the establishment of a collaborative and dynamic network for knowledge exchange, as well as the cultivation of skills related to digital literacy
Geometric Thinking: Reflections Manifested by Preservice Mathematics Teachers in van Hiele Model Studies
Get PDFBackground: The study of geometric thinking in the preservice education of mathematics teachers is an emerging theme that can reverberate in the teaching of geometry in basic education. Objectives: To analyse reflections manifested by prospective mathematics teachers (PMTs), working with tasks supported by van Hiele theoretical model to develop geometric thinking. Design: The nature of this study is qualitative and interpretative. Setting and participants: Twenty-four PMTs members of a geometry teaching subject were investigated in a mathematics degree course at a public university in Paraná - Brazil. Data collection and analysis: The data was collected from the video-recorded training sessions, the written production of the PMTs promoted by the tasks and the registers kept on the field diary. The analysis focused on the reflections expressed by PMTs regarding the work with tasks involving geometric thinking, considering the levels of reflection proposed by Muir and Beswick (2007). Results: The results show descriptive, deliberate, and critical reflections, with different levels of incidence, associated with (I) the levels of thought proposed in the van Hiele model; (II) the teacher’s role in classroom practice; and (III) the geometric concepts and properties of flat figures. Conclusions: The promotion of formative actions that privilege discussions and reflections on geometric thinking can allow PMTs to seek connections between knowledge of geometry, geometric thinking, and their future teaching practice
INTERCULTURALIDADE NA EDUCAÇÃO ESCOLAR INDÍGENA: UM ESTUDO DE REVISÃO BIBLIOGRÁFICA SISTEMÁTICA QUALITATIVA
Get PDFEste trabalho objetiva analisar as discussões presentes nas produções científicas em torno da Interculturalidade, com foco na Educação Escolar Indígena, para identificar quais as principais abordagens sobre a interculturalidade na educação escolar indígena presentes na literatura científica entre os anos de 2010 es 2020. Como metodologia da investigação, foi realizada uma Revisão Bibliográfica Sistemática Qualitativa com buscas on-line na base de dados ERIC, Education Resources Information Center e Portal de Periódicos CAPES, sendo estabelecidas as estratégias de busca, os critérios de elegibilidade, inclusão e exclusão, a seleção dos estudos, a extração dos dados e análise dos resultados. Registrou-se inicialmente 3092 artigos, dos quais 49 foram submetidos à análise e discussão dos dados. Uma vasta rede de autores em diversos contextos institucionais, regionais e nacionais discutem a interculturalidade sinalizando suas inferências nas práticas educacionais indígenas
Mulheres em situações de violação da intimidade: danos psicológicos e morais no âmbito da violência de gênero
Get PDFO presente estudo problematiza e tem como objetivo analisar quais aspectos psicossociais podem ser identificados na violência contra as mulheres, no âmbito das relações de afeto e de violação da intimidade, pela divulgação de imagem com conteúdo de cena de nudez, no período de 2016-2021, em jurisprudência dos Tribunais de Justiça de Santa Catarina e do Rio Grande do Sul. A pesquisa é de natureza exploratória e descritiva, com análise de conteúdo de documentos selecionados. A pesquisa documental foi realizada por meio da combinação de palavras-chave de acordo com as leituras realizadas para a fundamentação teórica. Foram elaboradas três categorias temáticas, as quais possibilitaram refletir sobre o contexto dos fatos, a desigualdade de gênero presente e a tentativa jurídica de reparar o dano causado pelo sofrimento psicossocial. A análise indicou a violação da intimidade como violência de gênero, visto os aspectos psicossociais descritos pelas mulheres nos documentos em questão
Didactic Intervention for the Teaching of Stellar Astrometry in Field Educational Contexts
Get PDFBackground: Astrometry is a field of study that integrates the procedures necessary to determine the position and movements of celestial bodies, which is why it uses concepts typical of the natural sciences that could be used in scientific education. Objective: To identify scientific concepts related to astrometry in rural secondary basic education contexts. Design: The sequence of activities consisted of Diagnosis of Prior Knowledge, Didactic Intervention, and Assessment. Setting and Participants: 65 students from three rural educational institutions (field schools) of the Department of Boyacá in Colombia participated. Data Collection and Analysis: Two questionnaires were implemented to assess students’ prior concepts and strengthened concepts, which were validated by the judgment of experts in the area. The data was grouped into two categories of analysis: Astrometric Concepts and Astrometric Techniques and Methods. Results: The learning of astrometric concepts such as stellar evolution, parallax, classification, and principles of spectroscopy was favoured, in addition to concepts from physics such as electromagnetic spectrum, brightness, luminosity, temperature-colour ratio, and mathematical concepts, some trigonometric relationships and astronomical units. However, difficulties were evidenced in relation to knowledge of the celestial vault, movements of the stars, and management of astronomical models. Conclusions: The students had little previous knowledge about astrometry, strengthened through didactic intervention, enabling the association of physics, mathematical, and astronomical concepts in the classroom
The Concept of Randomness in Chilean Primary School Textbooks
Get PDFBackground: Randomness is a fundamental concept in the formation of citizens because it intervenes in various daily life situations. In addition, it is present in the school curriculum of various countries, such as Chile. Objective: To analyse the teaching of the concept of randomness in primary education mathematics textbooks in Chile. Design: The research uses a qualitative methodology and uses the content-analysis method. Setting and participants: 42 textbooks were analysed, including student texts and activity logs. Data collection and analysis: Through content analysis, the sections and segments of the textbooks in which the concept of randomness intervenes are studied, relating them to definitions, problem situations, cognitive levels that should be developed, and the use of technological tools. Results: The concept of randomness is introduced through random games and concepts associated with random experiment, chance, random, and sample space, without delving into the definition of some cardinal concepts such as chance and randomness. Conclusions: The textbooks partially conform to the Chilean curricular guidelines. In addition, activities related to the concept of randomness generally refer to the use of physical devices and, on a small scale, to the use of technological tools. Finally, the textbooks present a small number of problem situations with an adequate cognitive level that favours the development of skills necessary for primary education students’ acquisition of probabilistic thinking
Evidence of Professional Knowledge of a 4th-grade Mathematics Teacher from the Perspective of a Research Project Involving Lesson Study
Get PDFContext: Lesson Study has been used in several countries in the West and East with adaptations to the possibilities of local education systems and cultures. Objectives: The article discusses and analyses the knowledge to teach mathematics evidenced by a teacher who taught in the fourth grade of elementary school in the municipal education network of São Paulo and who participated in a research project using the lesson study training methodology. Design: The study is situated in qualitative research, with an interpretive nature. Setting and participants: It involves teachers from the interdisciplinary cycle who teach mathematics in the municipal education network of São Paulo, especially a teacher who worked in the fourth grade of elementary school. The training with the teachers was carried out fortnightly at the Cruzeiro do Sul University. Data collection and analysis: The analysis was based on empirical material consisting of observational protocols, training audios, photographs of students’ curriculum materials, and transcripts of video recordings during class observation. Results: The research results show that the teacher’s gaps in her knowledge to teach mathematics were shown in the class observation stage, even without appearing in the planning, and that the discussion in the reflection stage allowed the teacher to progress in her practice. Conclusions: With the training actions, the teacher’s didactic and curricular knowledge was produced from discussions with the group, based on theoretical contributions that dealt with the mathematics teaching and learning process
Spatial Thinking and Geometric Systems: Analysing Cognitive Demand in School Mathematics Tasks
Get PDFBackground: The research context is the synchronous teaching of a mathematics visualised through signs, as is the Colombian sign language, which is publicly accessible, especially for the schooled deaf. Objectives: To analyse the cognitive demand of four school mathematical tasks developed as synchronous geometry lessons proposed for the deaf schooled population in Colombia. Design: Qualitative research within the interpretative paradigm, in which the teaching phenomenon of synchronous geometry classes is interpreted from the content analysis of the cognitive demand from the theoretical model of school mathematics task on the classes. Setting and Participants: The research is developed under the non-participant observation of the video lessons hosted on the public channel of the National Institute of the Deaf in Colombia. The classes are taught by a single teacher, in which one hundred people participate, who followed the teacher’s signs. Data collection and analysis: Of the twenty-nine synchronous lessons hosted on the channel, we selected the ones that focused on the teaching of two-dimensional geometry (triangles, their characteristics and their properties, similarity, congruence, and Pythagoras theorems) in a way that allows analysing the scholastic meanings of concepts, definitions, and procedures from the cognitive demand on these. Results: The results point to the development of thirty tasks centred on memorisation and using procedures without connections. Conclusions: The need to reflect on the lesson plans, especially for the deaf population, is evidenced, besides the search for tasks that motivate the use of procedures with connections and the construction of mathematics. Moreover, it is necessary to include the exploratory-investigative in geometry teaching
Geometry Teaching in the Early Years: A History that Encourages Reflections on the Present
Get PDFBackground: Geometry seems to cause some strangeness and resistance when present in children's education over time and suggests that this characteristic is not exclusive to primary education or the initial years. Objective: To historically analyse two discourses that integrate proposals for teaching geometry present in current documents and programs, especially the National Common Curricular Base (BNCC) and the National Pact for Literacy at the Right Age (PNAIC): the plane-space relationship and the prominence of observation, manipulation, comparison, and visualization in learning geometry. Design: Based on themes for teaching geometry, proposals for teaching geometry in the early years and the historical relationships that can be established around them are discussed. Settings and Participants: current documents and programs that integrate proposals for teaching geometry in the early years. Data collection and analysis: Considering results obtained within the scope of research projects about the teaching of geometry in a historical perspective, located in the field of History of Mathematics Education and also in studies on the BNCC and the PNAIC, we proceeded with a new analytical elaboration. Results: Proposals for teaching geometry that last for many generations are highlighted, even with different objectives and purposes in each era. Observation, manipulation and comparison are also verified as strategies for teaching this theme that last over time. Conclusions: The dialogue between geometry teaching issues and its history of this teaching makes it possible to build a broader understanding of the difficulties and to elaborate proposals that can take into account the knowledge already produced
Developing and Reporting Psychometric Evidence of Prerequisite Algebra Skills Instrument
Get PDFBackground: Assessing prerequisite algebra skills among secondary school students is an essential part of learning to achieve success in formal algebraic classes. Objectives: Therefore, this research aims to develop prerequisite algebra skills (PAS) instrument in the context of early algebra for seventh grade. Design: It was conducted in quantitative descriptive and cross-sectional design. The PAS instrument developed was in the form of a multiple-choice questions. Participants: Three experts were selected and 85 Grades 7 students in West java Indonesia were participated to check the psychometric evidence. Data Collection and analysis: 3 experts filled an assessment sheet to assess content validity and inter-rater reliability, which was analyzed using a content validity index (CVI) and Kappa coefficient (κ). The construct validity and reliability were examined using the Point-Biserial correlation and Kuder-Richardson's 20. Results: The result of content validity revealed that overall instrument evaluation based on the dimensions substance and construction were valid and reliable. The construct of 23 items indicated valid with various difficulty levels and acceptable discrimination value. The developed instrument was considered reliable based on Kuder-Richardson's 20 value of 0.73. These results indicate that it is recommended to be used, as it is relevant, fast and easy to manage. Conclusions: The recommendation for improvement is emphasized in the language clarity aspect. The future study is also widely open about the provision of the test in an online-based format