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Ações colaborativas em contexto escolar: desafios e possibilidades do ensino de química para alunos com deficiência visual
(Universidade Federal de São Carlos, 2013-04-15) Melo, Érika Soares de; Caiado, Kátia Regina Moreno; https://lattes.cnpq.br/0803778280883949; https://lattes.cnpq.br/8870386329747725
This research intends to promote collaborative actions between a Chemistry teacher and a Special teacher of a school which is reference in attending visually impaired students from the inner part of the state of São Paulo, taking into account school inclusion and teaching-learning in Chemistry. The field research was developed in a state school of the inner part of the state of São Paulo, in the first year of High School. The research subjects were: a Chemistry teacher, a Special teacher and four students with visual impairment. The research was guided by the collaborative critical action research, which aims to contribute to the continuing education of the professionals in their work context and focus on possible reflections which may emerge in the process of rethinking their teaching practices. The data collection was divided into different steps: semi-structured interviews, in order to know the professional journeys of the Chemistry teacher and the Special teacher and also to know the visually impaired students school careers; coordinated meetings with the Chemistry teacher and the Special teacher, to promote collaborative actions and to develop pedagogical practices for teaching Chemistry to students with visual impairment; classroom observations, to understand the possibilities and tensions in the intervention using inclusive pedagogical practices with the visually impaired students; and classroom intervention, which would allow the teacher to try the pedagogical practices which were proposed in the meetings. The results showed how the Chemistry teacher cared about her students, since she had never taught students with visual impairment before. The partnership between the Chemistry teacher and the Special teacher was positive, culminating in the adaptation of materials for classroom intervention, which made the VI students get better grades in the evaluations. The students were evaluated considering their organization and participation in the School Science Fair and they did a very good job, being praised by the fair visitors. The bimonthly tests were also considered in the evaluation and it was observed that there are some obstacles to be overcome by the school and the students with visual impairment.
Figuras circulares: uma atividade envolvendo perímetro e área do círculo
(Universidade Federal de São Carlos, 2013-04-15) Luzetti, Fabiano Donizeti da Silva; Barros, Tomas Edson; https://lattes.cnpq.br/5442017085057925; https://lattes.cnpq.br/1398207268429362
This study aims to report the results of a didactic and pedagogic research that uses a sequence of experimental and investigative work for the metric relations involving perimeter and area of a circle, a topic of extreme importance to basic education. This research, which was conducted in the footsteps of Didactic Engineering, occurred in two rooms of grade 8/9 years of Elementary School II of a public school in the state of São Paulo. The results indicate that the use of the proposed work can promote learning through lessons more enjoyable and participatory students.
Mapeamento vetorial de interações eletrostáticas para biomoléculas
(Universidade Federal de São Carlos, 2013-04-15) Sacco, Antonio Cesar Silva; Caracelli, Ignez; https://lattes.cnpq.br/8956527354576143; https://lattes.cnpq.br/9818810094715247
Non-covalent interactions involving aromatic rings pi, systems play an important role in a wide range of complexes. Their understanding is essential for drug design since most of the crystal structures of complexes of proteins with small molecules reveal the existence of these interactions involving the side chains of aromatic amino acids in the receptor and / or aromatic rings and hetero-aromatic ligands acting as acceptors or donors. The analysis of the structural parameters involved in pi interactions begins with the determination and mapping of the geometrical centers (centroid) of the aromatic groups followed by the calculation of distances, angles and dihedral angles to atoms and / or other pi systems, within pre-established limits. This is combined with a visual analysis of the results in graphical displays. In this way it is possible to determine the variables needed to create a mathematical model for mapping the possible pi-interactions and to create a tool to locate them. This will assist in identifying possible binding sites of the drugs or other ligands and to create "graph sets" to compare two functionally similar but different macromolecules. As a result, we have a software that will automate the job of identifying PI- interactions, reducing search time and providing the researcher to increase their productivity.
O jogo pedagógico enquanto atividade orientadora de ensino na iniciação algébrica de estudantes de 6ª série
(Universidade Federal de São Carlos, 2013-04-15) Gaspar, Regiane de Oliveira; Sousa, Maria do Carmo de; https://lattes.cnpq.br/6637658562543505; https://lattes.cnpq.br/6810125836893730
This research is conducted by the following question: what are the mathematics learning that students from the 6th grade when explicit activities guiding experience teaching algebra mediated by an educational game? Thus, we proposed Guiding Teaching Activities (Moura, 2001) to thirty-one students of the sixth grade of the state of the city of Araraquara in 2012. The lessons were videotaped and analyzed. Proposed activities involving games where students could continually revise their way of solving a problem situation, while they acquired a new language of mathematics: algebraic. To better understand the knowledge expressed in the speeches of the students studied the contributions of the game as teaching methodology, as well as the common difficulties that students have when they start in algebra. From the analysis of the episodes concluded that, for most students who have contact with pictorial and numerical sequences, such understanding does not occur naturally, much less its generalization. It was also evident that students on contact, for the first time, with the algebraic symbolization not view it as something practical. Prefer to use rhetorical language to solve problem situations involving equations.