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Mapas conceituais e resolução de problemas sobre as interações intermoleculares: um estudo com alunos da 1ª série do ensino médio
(Universidade Federal de São Carlos, 2013-01-18) Mota, Ronaldo Nascimento; Hartwing, Dácio Rodney
The present work investigated high school students about the elaboration of conceptual maps and the resolution of their problems related to the topic intermolecular interactions. For that we based upon Ausubel's theory of meaningful learning, Concept Maps and troubleshooting. To carry out this research we use the elaboration of Concept Maps using a list of concepts extracted from their problems and that are relevant to their resolution, and the construction of the "Reference Map" according to the proposal of Joseph Novak. To make the maps the students organized hierarchically the listed contents and in accordance with the principle of progressive differentiation we determined the major conceptual deficiencies. The resolution of the problems constituted another tool for the cognitive mapping, as the students show how the concepts are organized in their minds through the application in solving the problem. The results obtained with the conceptual maps were used to trace the cognitive structuring and compared to analyzes of the resolutions of problems determining qualitative and quantitative aspects in relation to structuring and conceptual similarities in results between the two instruments. It was determined the Pearson s correlation between the results of the maps and the resolution of problems, resulting in a weak correlation between the two instruments. The reason for this is not conclusive in the extent of this research and relevant discussion originates later works. Qualitative analyzes show that the two instruments are able to determine cognitive structuring concepts and indicate their shortcomings.
Aprendizagem profissional da docência : que saberes o(a) professor(a) tem para atuar em creches?
(Universidade Federal de São Carlos, 2013-01-18) Voltarelli, Monique Aparecida; Monteiro, Maria Iolanda; https://lattes.cnpq.br/4189205834370563; https://lattes.cnpq.br/1525508411734718
to teach and the importance of the teacher to keep learning are highlighted themes in order to comprehend the professional development and the teacher s education, although the aspects of caring and educating are still disconnected when we think about the pedagogical practices in kindergarten. Considering this, a qualitative approach of researching was adopted in three municipal kindergarten educational centers in the countryside of São Paulo, involving three beginner teachers, who work with children from zero to three years old. Considering the research question How is the beginning teachers` teaching knowledge configured to act in nursery care? , we tried to characterize the knowledge owned by the teachers who work with children from zero to three and how they learn to be nursery care teachers. In order to develop this study, field observations, diary registers, documental analyses and semi structured interview were undertaken. The collected data were organized in five axes of analyses in order to achieve the research s specific objectives: a) the teachers´ conception of nursery care and children; b) the kindergarten institutions´ pedagogical propose; c) the actions of educating and caring; d) the contents taught to children from 0 to 3; e) the learning of teaching in the nursery care. The analyses according to authors as Abramowicz, André, Cerisara, Bondioli, Faria, Garcia, Huberman, Lüdke, Mantovani, Nóvoa, Oliveira, Rosemberg, Tardif, among others, show that teachers are not able to name the knowledge they own, but they know what to teach the children and know where to find activities to be executed with them. Generally speaking, the teachers outlined the importance of executing an educative work and a necessary care of these children. Concerning the nursery care undertaken activities, the teachers reported they are not organized according to the contents. But concerning the degree of difficulty and the intentionality, which guides the age level of the nursery care children, the demands must be according to the child s development and the child´ s age specificity. A common aspect in the three teachers´ speech refers to the knowledge acquired in the professional practice by the exchange of knowledge with more experienced teachers, the main source of learning to teach in the nursery care.