Escopo: A revista Ciências em Foco é uma publicação do Grupo de Estudos e Pesquisas FORMAR-Ciências, da Faculdade de Educação, Unicamp. Tem como objetivo divulgar a produção acadêmica sobre Ensino de Ciências, Educação Ambiental e áreas ou campos correlatos. Veicula artigos inéditos ou traduzidos, relatos de experiência, resenhas, entrevistas, entre outros. Qualis: B1 Área do Conhecimento: Ciências Humanas Ano de Fundação: 2008 ISSN: 2178-1826 Título abreviado: Ci. em Foco E-mail: rcefunicamp@gmail.com Unidade: FE Editor responsável: Alessandra A. Viveiro Prefixo DOI: 10.20396
Apesar do periódico ser de acesso aberto, utilizando a Licença Creative Commons, os direitos autorais dos trabalhos submetidos são de exclusividade da revista.
Reflections on the (in)sustainability crisis and higher education
In this text, by recognizing and highlighting 4 dimensions of the socio-environmental crisis – its complex nature and multi-scalar dimension as well as its social characteristic, which implies a collective strategy – I seek to reflect on the role and strategies of universities in understanding and confronting this which has been configured for decades as a true emergency and socio-environmental injustice.
Copyright (c) 2023 Ciências em Foco https://creativecommons.org/licenses/by-nc-sa/4.0
The constitution of “being a teacher” of science in narrative productions of graduates
The supervised internship is configured as a field of knowledge, being a first moment of reflection and teacher training. In the present study, we aimed to interpret experiences arising from an initial teacher training process, based on the qualitative analysis of narratives produced during a supervised internship discipline developed in 2019 at a public university and aimed at training Science teachers. The analysis of these discursive productions was inspired by a scheme of eight dimensions that presupposes the production of knowledge through dialogue with interlocutors that condition teaching activity: the academy, the school and society. Our results point to the use of narratives as a powerful strategy to encourage reflections on “being a teacher” and about teaching activities. We concluded that, among the eight dimensions, in their reflections, undergraduate students mainly affiliate with three, namely: “organization and conduct of teaching”, “sustaining student learning” and “updating pedagogical knowledge”.
A webinar on the importance of outdoor playing for the development of executive functions in children aged 3 to 6
Playing outdoors allows children to have interactions and contact with others, creating opportunities to enhance executive functions. This research has the general objective of developing an educational product (webinar) for early childhood education professionals at Espaço de Desenvolvimento Infantil Professora Maria Luiza Jobim de Queiroz about the importance of playing outdoors for the development of executive functions in children aged 3 to 6 years. The development of executive functions, working memory, inhibitory control, cognitive flexibility, planning, creativity can be enhanced by playing with and in nature, with school as the pillar for this experience to occur. The webinar will help teachers at this teaching unit to be better equipped to promote pedagogical practices with free play in natural environments, capable of developing children's autonomy and cognitive-emotional skills through outdoor play.
Experimentando estratégias do ensino híbrido mediado por TDIC na educação superior
In order to contribute to the debates about the implementation of guidelines for blended learning in Brazilian higher education, this article presents the experience of applying blended learning methodologies, mediated by digital tecnologies, in a subject of a teacher training course at a public university located in the interior of São Paulo. Among the various aspects approached, those that emerge from the students' feedback about the experience, allowing a critical-reflexive analysis focused on practical aspects related to the implementation of hybrid approaches in higher education.
Teaching and learning practices of statistics in the beginning years with resources from the mathematics teaching laboratory
Considering that one of the ways to improve the quality of basic education is through the ongoing training of teachers, the extension project "Practices for Teaching and Learning Statistics in the Early Years with resources from the Mathematics Teaching Laboratory” proposed two extension actions, which were developed at the Federal Institute of Education, Science, and Technology of São Paulo, Bragança Paulista Campus. Both activities were aimed at teachers who teach mathematics. One action consisted of a series of four pedagogical workshops, while other was the course "Practice of Teaching and Learning Mathematics in the Early Years: Statistics." The activities were based on bibliographic research, adapted and discussed, and the materials used were produced by the executing team. The course classes and workshops took place on Saturday mornings and were taught by two professors with the support of three students from the Mathematics Education program at the campus. This experience is reported in this article.
Physics teaching and education for the deaf in brazil
In this research, we aim to understand the teaching strategies and the pedagogical mediation relations existing in the teaching of Physics in the inclusive process of education for the deaf in the Brazilian context. We assume the theoretical-methodological assumptions of qualitative research, through the procedures of systematic literature review, carried out in databases to identify Brazilian productions. From the analysis of the results, we highlight that many teaching strategies have been developed by teachers for the learning of Physics for deaf students, but there are still difficulties in the relationship between pedagogical mediation with the interpreter that needs to be overcome and improved. We point out that the role of the teacher requires pedagogical intentionality, in collaboration with the interpreter, for example, int the production of emergency signs, with a single focus on the learning of the deaf student.
Hegemonic and counter-hegemonic pedagogical strands in brazil in the 20th century
This paper aims to provide a brief review of the main pedagogical strands materialized in Brazilian Education, with an emphasis on the natural sciences education (NSE), between the 20th and 21st centuries, as well as their ideological bases. Furthermore, we present different references based on a critical paradigm, to discuss their contributions to the NSE. Specifically, we focus on Freire's Liberating Education. In this sense, we position ourselves alongside critical-transformative trends, as we understand that the current conditions of domination by part of society over others is humanity's greatest current obstacle. Finally, we consider that Liberating Education can bring great contributions to teaching in this area, through problem-posing and dialogue. In these terms, it is possible to develop science teaching that aims to reveal and overcome the limit situations that exist both in the reality of students and in this area of knowledge itself.
The present work aimed to describe and analyze an investigative teaching sequence carried out with a class of students from a public school in Angra dos Reis, RJ. Nowadays, scientific and geographic literacy can be an ally in the literacy of students in the early years of elementary school, especially where access to information and social media compete with children's attention. In this sense, research-based teaching can recover the meaning of learning scientific knowledge and help students' literacy. The investigative sequence was carried out in three stages. At each stage, activities were developed that stimulated the construction of scientific knowledge and reading and writing processes. In general, it is clear that students, when studying a scientific topic, became involved in their mother tongue learning process and began their scientific literacy process.
The use of audiovisual media to work on the theme global warming in science teaching
The aim of this study was to investigate how the media, specifically audiovisual media, can contribute to the process of teaching and learning science, with regard to the theme of Global Warming. Our technical procedure was bibliographical research, and we surveyed converging works on the subject in question. Through the studies, we found that the media have ample potential when it comes to their use in science teaching, and specifically with regard to audiovisuals, we observed that the authors point out that the instrumental nature of these resources should be replaced by their analytical use. In relation to the topic of Global Warming, we note that audiovisuals can be a rich resource for critically dealing with the messages disseminated on this subject, in which teachers will be able to promote understanding of the social issues of science, such as credibility, credentials, expertise and conflicts of interest of those who speak for science in the media.
Copyright (c) 2022 Ciências em Foco https://creativecommons.org/licenses/by-nc-sa/4.0
Children with orofacial-digital (type i)
The oro-facial-digital syndrome type 1 (SOFD1) is a pathology resulting from genetic mutations, characterized by malformations of the face, oral cavity and fingers. Children with this syndrome may face challenges in the schooling process. The present research intends to map publications related to the challenges and possibilities in learning for children with the syndrome. This is a bibliographic study with a qualitative approach, which sought its data on the Google Scholar platform. The analytical corpus, composed of ten articles, was examined using the content analysis technique, being classified into the categories: challenges in learning for children with oro-facial-digital syndrome type 1 and learning possibilities for children with oro syndrome -facio-digital type 1. The results indicate that negligence, difficulties in interaction, communication, denial of the presence of students with SOFD1 and violence can compromise learning. Inclusive education requires a joint effort between school, family and health professionals.
Orofacial-digital syndrome type 1 (SOFD1)
The integration of audiovisuals into Science Education is the object of study by many researchers, proposing their incorporation into teaching and learning proposals from a critical and intrinsic perspective to the curriculum, not just with an illustrative, instrumental and complementary character. Assuming that textbooks are the main pedagogical materials that teachers and students of brazilian public basic education have access to, in this work we seek to highlight situations present in Physics textbooks that propose the use of audiovisual in a critical perspective, instigate studies of socioscientific aspects of the contents treated and take into account the active and protagonist participation of the students. When analyzing six collections approved in the Brazilian Textbook Programo f 2018, we identified many instances of the use of audiovisual media in a merely illustrative way and to reinforce the transmission of content by the teacher. However, in three of these collections, we identified some rare proposals in line with advances in research on the use of audiovisuals in Science Education. We will present some of these proposals with the intention of serving as an example to basic education teachers for more critical approaches and for the design of activities in which students can have a more active participation in the construction of their knowledge.
Mnemotechniques as significant learning in professional and technological education
The objective of this study is to present Mnemotechnics as a resource for resignifying Biology contents in Integrated High School (EMI) through the correlation with the Theory of Meaningful Learning (TAS) proposed by Ausubel (1918-2008) and contextualized by Moreira (2012) , as well as what is established in the guiding principles of Vocational and Technological Education (EPT) of the Federal Institutes of Education, Science and Technology (IF's). For this, a vast literature review with a qualitative approach was used to define the central concepts of SAD, Mnemotechnics and Neuroscience. We conclude that, through the relevance of the TAS, it is feasible to incorporate the use of mnemonic techniques in the EMI/EPT as an instrument for resignifying the students' knowledge and subsumers, achieved through the teacher's mediation in the use of integrative pedagogical practices and that the understanding of neuroeducation can help in this construction process that stimulate the maximization of the learning capacity from the realization of active, interdisciplinary and contextualized practices. In Brazil, research, use and publications in this area are still incipient, the vast majority of the volume of information is conditioned to few translations of international works.
THE IMPORTANCE OF WOMEN IN THE HISTORY OF SCIENCE
This Project aims to tell stories of womens who contributed to scientific evolution, emphasizing the occupation of places similar to those occupied by men, as well as their participation in the great experiments for humanity and the prejudice they suffered. The trajectories of women were discussed, from scientists to female participation in the experiments, through women like Rosalind Franklin and Mileva Maric and women scientists: Marie Curie, Irène Joliot-Curie and Katherine Johnson.
Vegetable gardens could be interesting pedagogical tool in high school, because are a living laboratory for the students and a community. In addition, allow to create a bridge between theory and practice. For this reason, this study aimed to do a systematic review about the possibilities and limitations of the use of vegetable gardens in biological classes and to suggest working approaches that could be used as models for biological practical lessons in high school. In this work, papers published in portuguese from 2010 to 2019 were analyzed using “Periódicos CAPES” and Google Scholar. A total of 32 papers were examined and met the required standard. As a conclusion, vegetable gardens may be used in biological classes exploring ways to integrate interdisciplinary aspects in the classroom, for example, social and environmental sustainability. Also, may expand the capacity of teacher beyond classroom.
The author investigates the subject-matter of stereotypes throughout this work, mainly related to sharks. To think and investigate about it, he triggers thoughts on culture, media artifacts, cinema, Cultural Studies, among others, and their causes in our subjectivities and in society. It was also necessary to think on how we human beings relate to other beings in the Animal Kingdom. What are the impacts of using human adjectives on non-human animals? The work culminates in poster analysis and synopses of Hollywood movies about sharks. It is from his sensations and impressions that the author triggers the studies carried out throughout his trajectory, always thinking about the issue of stereotype and the influence that these images have on our imagination. Finally, he presents us with on the relationships between humans and sharks, and thoughts that encourage us to play with stereotypes (such as animations), break them, erase them.
Copyright (c) 2021 Ciências em Foco https://creativecommons.org/licenses/by-nc-sa/4.0
This research analyzed the expectations and motivations of undergraduates who opted for undergraduate courses in Nature Sciences. The research has a qualitative approach with documental analysis, having as a database the dissertations and theses produced between 2010 and 2020. The data were analyzed using Discursive Textual Analysis. It was found that most undergraduates are female, economically concentrated in the lower class of the population. Points of attraction for the Degree were: greater access to the labor market, thus provoking a vision of social ascension, while it was demarcated, the contrast, that the unattractiveness is due to the low social value of the career, mainly demarcated in expectations of applicants for a career as a teacher, recognition of students and increased remuneration. Thus, it is possible to reflect on ways to increase the attractiveness of the career and, consequently, expand the number of licensed and qualified professionals to teach in Basic Education.
A discussion on the proposals for experimentation in chemical kinetics in the books of the PNLD of the triangle 2019-2021
The article proposes a discussion on the proposals for experimentation in Chemical Kinetics inserted in the works contemplated by the National Plan for Books and Didactic Material in use in the 2019-21 triennium. Each work was analyzed according to the guidelines of the National Common Curricular Base for the area of ​​Natural Sciences and its Technologies, observing the title x objective relationship, the safety recommendations, the illustrations in the text, the destination of the waste, the accessibility to the material used, the description of the experimental procedure and the reflective proposal with the student and his daily life. A comparison was made between the data obtained followed by a qualitative and quantitative discussion, determining the common points and divergences between the authors. The results offer consultation and support material for teachers, facilitating the analysis of the future works of the program and encouraging the search for new experimental scripts that motivate discussions in the area of ​​Chemistry.
Mycology in the view of high school biology teachers
Teaching about Fungi Kingdom demands a different approach that brings the student closer to the theme. Necessities or weaknesses regarding the materials leave the teacher without support to make the process more dynamic and take the content to the student in all its breadth. This work aims, since its investigation, to recognize missing, repairable and central aspects to the knowledge in the approach of the contents on Mycology, from the conception of High School Biology teachers on public state schools of Joinville region. For the development of the investigation, a questionnaire was applied in order to understand how the Mycology content is worked in the classroom and which tools are available and used by teachers. From data analysis, it was possible to overview the reality of the teacher's practice, with shortcomings, difficulties and potentialities in the approach of the theme and it was also realized the urge for updates in the didactic materials that reach schools and greater investment in education, like in structure, teacher training and in didactic materials.
Trata-se de um artigo com características de um ensaio teórico, cujo objetivo é apresentar e discutir as origens do movimento construtivista na área de ensino de Ciências no Brasil e em outros países e os principais modelos teóricos dos processos de mudança conceitual ou desenvolvimento conceitual. Este texto tem sido utilizado em várias disciplinas de graduação e cursos de formação continuada de professores, podendo ainda propiciar apoio teórico a pesquisas e estudos acadêmicos em geral. Temos defendido a ideia de que, embora os modelos de “mudança conceitual” e de “evolução conceitual” tenham sido mais difundidos em âmbito internacional e amplamente aplicados nos processos de ensino e aprendizagem na área de ciências da natureza, o modelo de “perfil conceitual”, além de incorporar os aspectos positivos dos dois modelos supracitados, traz uma discussão crítica das relações entre ciência, tecnologia e sociedade; valoriza os diversos processos de construção de conhecimentos por parte dos indivíduos e grupos sociais numa perspectiva de enculturação e não de aculturação; valoriza o diálogo entre as diferentes culturas e linguagens, sem considerar a cultura e a linguagem científicas em supremacia às diversas formas de conhecimento humano.
Copyright (c) 2020 Ciências em Foco https://creativecommons.org/licenses/by-nc-sa/4.0
Palaeontology, evolution and nature of science
The Earth is in transformation since its origin and understanding that history is a complex task that requires different fields, such as Geology, Paleontology, and Biology. The problem underlying this article is: how to work the Planet's History without reinforcing the view of scientific knowledge as immutable and the result of isolated efforts by scientists? Therefore, we formulated a didactic game in a role-playing game (RPG) model presented here. The content approach, supported by Ludwik Fleck and his 'collective thought' conceptualization, privileged the History and Nature of Science. The game seeks to demystify the vision of science as solitary and individualistic work. Playfully, the game proposes problem situations related to the Planet's History, stimulating the students' conversation during the game, and the association of the information received by each one. The aim is to formulate hypotheses about the analyzed situation, reinforcing the idea of science as a collective construction.
In 2020 we have undergone radical changes in social, school, and private life. A new virus (called SARS-CoV-2), which caused COVID, has radically transformed school activities. Students, teachers, and school support staff had to close schools, just as all cities were evacuated. For school life, continuity alternatives were made through communication over the Internet. Several difficulties, for the implementation of remote teaching, are analyzed, such as didactic material and access for students, production of classes with interactive methodologies, by digital means, school infrastructure to disseminate teaching productions, among other issues. The questions raised are as follows: even after the pandemic period, our schools will present a new model? Will the new classroom teaching model change with greater integration between school - community - research institutions?
This text aims to present challenges and potentialities encountered by a group of teachers in the development of didactic-pedagogical practices based on the assumptions of science-technology-society (STS) education. This group met for three years, during which time they studied about STS, developed and implemented, in different public schools, proposals consistent with this perspective. The challenges found were: issues associated with curricular organization, understanding about the role of the school and affinity between teachers were. The potentialities identified were: the receptivity of students and an establishment of meaning to what is discussed at school. From this experience, we highlight the importance of collaborative work in which professors-researchers come together to investigate the reality with which they identified, with a view to transforming it. We understand that these reflections can contribute to other educators willing to develop works of the same nature.
Transdisciplinarity in university education
The present research has the complex objective of analyzing transdisciplinarity in University Education as rhizomatic visions of Trancomplex Decolonial Education; located in the line of research: education-trans-complex transepistemologies. It is carried out from deconstruction: a rhizomatic transmethod in transmodernity. In the reconstruction, after unveiling the crisis, arid points of the Venezuelan University Education; in a hopeful praxis that reveals Freirian love for decoloniality and liberation from the imposed disciplines, a quality of life of people as transdisciplinary educational challenges, onto-epistemological liberation of knowledge as utility, belonging and transcendence.
This article presents an experience report that comparatively describes the formatting of the same teacher training course in environmental education in two virtual learning environments, the LMS Google Classroom and Moodle platforms. Faced with the doubt about which would be the most appropriate for the development of the proposed course, we chose to build it in both, trying to verify the limits and potential of each one in order to decide for one of them at the end of the process. Throughout the article, we describe each stage of formatting the course according to our perceptions, illustrating them with prints of the respective screens. We conclude that both platforms meet the objectives of the developed course, but that Moodle is the most appropriate when we consider that we intend to reach an immense demand for course participants, coming up against, however, the need for a server that will host it for free and without limits for enrolled students.
Exploring the air: science education for students with autism in the final years of midlle school
The purpose of this study is to socialize a pedagogical proposal that aimed to contribute to the integral development of six students aged between nine and thirteen years diagnosed with autism. We base our work in Inquiry-Based Teaching Sequences proposed by Dr. Anna Maria Pessoa de Carvalho, exploring situations in which the displacement of air moves objects. For data collection, we used audio records, which were later transcribed and notes in a field notebook. The data obtained were tabulated and categorized according to the different stages of a Content Analysis proposed by Bardin. The activities provided students with conceptual, procedural, and attitudinal developments. We highlight the contribution that multisensory materials can add to the apprentices' teaching process, allowing for more complex explanations about the relationships between air and the movement of objects.
This work aims to compare some aspects of the part of the Natural Sciences between two versions of the BNCC, the one that was undergoing a wide consultation and construction process and was abandoned after the 2016 coup with the one approved by the CNE in 2017, made on an urgent basis by the illegitimate government. General information is presented that justifies the deprecated version so that one can understand the profound differences between this version and the current one and approved by the CNE. In the deprecated version, in the field of teaching Natural Sciences, the construction of four training axes arising from the advances of educational research in this field in Brazil stands out, while the approved version reissues the competences and skills of previous governments introducing a novelty that was guide skills through Bloom's taxonomy. Finally, with examples from the 6th year, it is intended to make the differences between both versions concrete.
Ensino Fundamental II; Ciências da Natureza; Currículos; BNCC
Copyright (c) 2018 Ciências em Foco https://creativecommons.org/licenses/by-nc-sa/4.0
Scientific education through a critical and problematizing perspective to initial teacher training
This paper presents activities developed with teachers in training focusing on the teaching of science in early childhood education and in the first grades of elementary school. The course “Scientific Education” is part of the list of options for the Pedagogy course of a public university in São Paulo and the experience reported here refers to the first semester of 2016 and 2017. Based on a Paulo Freire's perspective of education, the experience aimed to present science education as one of the components of basic education and highlight its role in student education, developing procedures related to the practice of scientific activity. It also sought to discuss the formative potentialities of spaces such as museums and science centers. The results obtained during the process, as well as the discussions and problematizations experienced, indicate the relevance of a of teacher education for the early years of elementary school that addresses the themes and issues related to scientific knowledge and their role in our society.
Environmental education in the treatment of urban solid waste and its socio-environmental impacts
The study presents the planning of a didactic sequence, proposed for the Didactics of Sciences discipline, on the teaching of Environmental Education, using as a generator theme the problem of consumerism and the generation of urban solid waste. The theme has great socio-environmental relevance, since most of the environmental and social problems are closely related to exacerbated consumption and, consequently, the generation of waste. In addition, it is deeply related to the reality of all students, since it is necessary to consume to survive and consumption generates waste. The methodology followed for the elaboration was the Three Pedagogical Moments, with the use of strategies such as Environment, Science, Technology, Society (ESTS) and the Dialogued Expository Class, among others. The sequence can awaken in students and teachers empathy for the environment and for environmental problems, stimulating conscious consumption, collectivism and a sustainable life.
An Inventory of theses and dissertations on maker culture
This paper presents an analysis of the doctoral theses and master’s dissertations produced in Brazil under the Culture Maker theme. A mapping was carried out in the CAPES Catalog of Theses and Dissertations from which five researches were found: one thesis, two academic master’s dissertations and two professional master’s dissertations. It was observed that the themes related to the Maker Culture diverge a lot, however, they point to an important trend in the development of creativity, criticality, collaborative work, among others. At the end it is evident that, in addition to the few academic works related to the Maker Culture, there is still a long way to go in terms of research and educational projects in a way that is understood as a culture and not as another fashion term to be used in teaching.
Cultura Maker; estado do conhecimento; inventário
Constructing scientific language around the concept of light, with kindergarten children
Se presenta una investigación cualitativa de tipo intervención. Trabajamos con niños de preescolar en torno al fenómeno de la luz. Estudiamos las posibilidades de enriquecimiento del lenguaje científico a temprana edad. Se desarrolló una observación participante analizando las expresiones de los niños durante la clase, lo cual fue registrado en rejilla de observación y grabaciones audiovisuales. Se obtuvo la frecuencia de palabras utilizadas antes, durante y después de cada intervención. Se desarrollaron actividades en torno a fuentes de luz, proporciones de sombras y descomposición de la luz. Como docentes-investigadores preparamos la clase en una perspectiva dimensional de la didáctica de la física. Se evidenció evolución en cuanto al uso de palabras con significado científico, así como a la identificación de relaciones entre estas palabras para hablar sobre la luz. Fue evidente el alto nivel de participación de los niños en la clase y la diversidad de preguntas que surgieron.
Física en preescolar, la luz; Cotidianidad; Perspectiva dimensional de la didáctica de la física; Aprendizaje Significativo