Revistas UNIFOR-MG
Not a member yet
913 research outputs found
Sort by
Augmentation of Museum Science Education using Human-Interaction Technology
Get PDFMuseums are often important institutions of scientific learning for children. The main teaching method in museums is the display of specimens for study and their explanations. Therefore, few chances exist for learners to independently observe or experience the environment about which they are learning. Moreover, it is difficult for visitors to learn using only displays and their commentaries. Overcoming this problem would qualitatively improve the learning of science in museums. We therefore developed an immersive learning support system that enables learners to explore a virtual paleontological environment in a museum. This system is intended to provide a sense of immersion in the paleontological environment by employing multiple screens showing paleontological environments. In an initial step toward realizing an immersive learning support system for museums, Yoshida et al. developed and evaluated a prototype system. However, their system is limited because it does not enable learning about paleontological environments. Our proposed immersive learning support system, on the other hand, enables learning about paleontological environments, including extinct animals and plants, as well as ecological environments. We evaluated the operability of this system, degree of learning support that it provides, and the sense of immersion that it enables for primary school children. Through evaluation interviews, we obtained various participant positive responses. In this paper, we present the proposed immersive learning support system. We describe the contents of the current system and the results of our evaluation
Design principles for a didactic sequence on cell biology contextualized by social and ethical issues
Get PDFThe objective of this study is to analyze the features (design principles) of a didactic sequence on cell biology, specifically built to mobilize scientific contents, in different dimensions, with the purposes of developing argumentation skills on ethical issues as well as the performance of socio-political actions by high school students. Based in the assumptions of Science, Technology, Society, and Environment (STSE) Education, it is our concern in this work that ethics should be more carefully considered in science education, because it contributes to thinking and communication skills, such as critical thinking and logical reasoning. The research involves the adoption of Socio-Scientific Issues (SSI) that may increase the participation of students and promote their civic education. Guided by educational design research as a theoretical and methodological framework we built, to answer our research question, six design principles for planning a first prototype of a didactic sequence on cell biology that values the dialogic and critical teaching, with explicit openness to ethical discussions to reasoning about broader social elements. These design principles presented here were built through a collaborative work between three professors of higher education and a teacher of high school. It will be applied in a cell biology course, guided by these principles in the real context of classroom
History of Science as Context in Physics Teaching Sequences. Levels, Illustration and Framework
Get PDFThe History of Science has been present in the Teaching Sequences in various ways since the beginning of teaching science in schools. Nowadays experts on Science Education recommend the contextualization of the Teaching Sequences and/or activities in order to have meaning and interest for the students. Our framework tries to relate the scholar Science Modelling perspective with the reflections about the Teaching Sequences contextualization. We will comment about possible uses of History of Science as context in the science teaching in the XXI century, and about the levels of context that may be introduced in science teaching based on context or teaching-in-context. A Teaching Sequence and some activities based on History of Galilean Relativity will illustrated our perspective and will be justified through our theoretical framework. 
Routes into student engagement as part of the pedagogical reasoning of teachers
Get PDFThis paper reports on a large study investigating the pedagogical reasoning of 40 expert science teachers in Australia in an attempt to explicate expert practice. Over a three-year period, the teachers were divided into two cohorts involving both elementary and high school teachers of science. Each cohort experienced eight days of a professional program that helped to focus their attention and unpack the complex and detailed tacit knowledge about teaching ‘carried in their heads’. The main sources of data were the recorded planning conversations of teachers as they worked with peers in designing, preparing and developing a unit of work for their students along with interviews that were conducted with all 40 teachers involved in the project. Additional data was extracted from notes, summaries and conversations captured during the days of the professional program. Coding of these data identified major themes that were compared to those from an earlier pilot study. Emerging from a comparison of these analyses were four key foci, which form a framework for elucidating the tacit pedagogical reasoning of teachers. These included: Big ideas, Generation of quality learning and quality learners, Responding to contextual constraints and opportunities, Teacher personal and professional identify, and Routes to engagement. Careful mapping of teacher thinking (as evidenced from their conversations) between these foci demonstrated rapid and complex movement from one focus to the other as teachers planned their teaching. We termed this ‘pinball reasoning’. Within this paper we report on the findings in relation to latter focus, Routes to engagement using the phenomena of pinball reasoning to discuss the multiple ways teachers could be led to thinking about engagement
STEAMing ahead: why and how science and science education need the arts
Get PDFThere are ongoing concerns that pupils are not enthusiastic about learning STEM subjects and that decreasing numbers of young people pursue STEM into higher education or as a career. For science, efforts to invigorate teaching along IBSE/IBL lines have so far fallen short. There are now efforts to improve and raise engagement and outcomes in STEM adding the ARTS, turning STEM into STEAM (Science, Technology, Engineering, ARTS and Mathematics). In this paper I show ways in which science and science learning benefit from the arts. At the macro level STEAM is best organised as a transdisciplinary exercise to solve real-life problems, and at a micro-disciplinary level utilising creative approaches such as fine arts, creative writing and drama
The curriculum and the textbook of basic education: contributions for the formation of undergraduates in Biological Sciences
Get PDFThis investigation-formation-action has been carried out in a licentiate’s degree in Biological Sciences in the curriculum component Teaching Practice in Science / Biology II. The studies focused on the relationship between the curriculum development and basic education textbooks used to the Biological Sciences teachers’ formation. The formative movements experienced by undergraduate students at the Teaching Practice subject were recorded as written narratives in logbooks. Fifty-four undergraduates have participated in the research, along with the head and research professors. In this study, the analysis of the fourth reflective spiral, evolution and meaning of the curricular conceptions of Biological Sciences undergraduates in the process of initial formation, was performed through the Text Analysis Discourse in signaled movements, emerging from the analysis of the keywords, which characterized the description given by the undergraduates in the narratives written in the logbooks. In the investigation-formation-action were made reflections that led to formative problems, what allowed situating the contexts in different themes and situations of initial formation in Biological Sciences Teaching Degree. It was possible to identify and analyze the conceptions of curriculum of the undergraduates that have been modified and signaled four reflective cycles by the formation processes which allowed the movements of the reflective spiral
Validation and production of inquiry didactic sequences of biology
Get PDFThe objective of this paper is to describe the stages of validation and production of inquiry didactics sequences (IDS) and to discuss contributions to the approach between the research in biology education and the practice. Our research are a combination of combines the solving of problems in educational practice and elaborating and validating theories. The IDS are a set of activities organized with beginning, development and finish. The IDS have a context and the students of science classes need to resolve a scientific issue, during the class. Our model has 3 phases: Research phase, Practice phase and Dialogic phase (RPD model). There are productions, evaluations and re-workings. All phases are divided into stages. In the research phase, the research group make productions, actions or validations. In practice phase, the protagonist is a teacher. In dialogic phase, the research group do the changes based on the practice and the theories. We conclude that the stages of validation and production are important to produce research data in biology education and the stages are important for teacher training. All stages and phases provide opportunities to learn how to collect data, create problems of research and discuss the results. For PhD students in Science Education, the RPD model offers the opportunity to understand how the stages of a research in biological education are. When we used the RPD model, we produced tools to analyze the argumentation, to do theses and dissertations and to produce educational materials for the biology education
Risco Moral nos Contratos de Seguro de Responsabilidade Civil “D&O” (Directors and Officers Liability Insurance)
Get PDFO texto trata dos contratos de seguro de responsabilidade civil sob a modalidade “D&O” (directors & officers liability), recentemente regulamentos pela SUSEP, cujo objeto é a proteção do risco pela responsabilização de administradores de empresas (diretores e conselheiros de administração) em razão de atos cometidos no exercício de suas atividades. O enfoque da pesquisa reside nas cláusulas de afastamento de cobertura pelo cometimento de atos relacionados à corrupção – o que, segundo a lógica aplicada por algumas seguradoras, implicaria no risco moral e no aumento dos casos de violação à legislação anticorrupção. Nesse cenário, é proposta uma análise crítica acerca da cláusula de afastamento de cobertura, notadamente a partir da sua interpretação a partir da eficiência e proporcionalidade. 
Dano existencial no trabalho: presunção ou objetividade para provar sua caracterização
Get PDFO instituto do dano existencial surgiu de uma indefinição conceitual na doutrina italiana, entre as décadas de 70 e 90, sendo que, por falta de conceito próprio, gerava problemas quanto à sua caracterização. Este artigo analisa a produção de provas do dano existencial no direito trabalhista, apresentando o entendimento da inovação do instituto que amplia a esfera de garantias e direitos da personalidade. Para tanto, examinou-se a jurisprudência pátria sobre a aplicabilidade do dano existencial que, por ser recente, apresentou uma série de equívocos relacionados à suas características conceituais e distinção ante outras espécies de danos imateriais