IF 0.2 4区哲学

Dynamis Pub Date : 2021-04-01 DOI: 10.7867/1982-4866.2021V27N1P59-78

Amanda Pereira De Freitas, A. F. Campos

{"title":"TENDÊNCIAS DE PESQUISA SOBRE RESOLUÇÃO DE PROBLEMAS NA FORMAÇÃO DE PROFESSORES DE QUÍMICA / RESEARCH TRENDS ON PROBLEM SOLVING IN CHEMISTRY TEACHER TRAINING","authors":"Amanda Pereira De Freitas, A. F. Campos","doi":"10.7867/1982-4866.2021V27N1P59-78","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P59-78","url":null,"abstract":"This investigation aimed to identify and analyze the proposals of the studies on the teaching and learning approach based on the resolution of problems in the formation of Chemistry teachers and the theoretical and methodological aspects used in these studies. The methodology addressed in this investigation was of a qualitative nature of the bibliographic type involving elements of quantitative nature. Thus, an exploratory and descriptive research on problem solving was carried out, focusing on the training of Chemistry teachers in the annals of events on the Teaching of Chemistry and Sciences and in some national and international scientific journals. Twenty-four surveys were found, which were analyzed according to some elements of the Content Analysis technique. The research found shows that problem solving has been used as a didactic strategy in the school context, with no evidence of this approach as a curricular project. In addition, there was a lack of research on approach to problem solving in teacher education in Chemistry Teaching. This research indicates the urgency of Scientific Dissemination activities for basic education teachers for them to appropriate the theoretical and methodological aspects of the teaching and learning approach based on problem solving and and they use it in their school contexts.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72455539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

MODELAGEM MATEMÁTICA EM EDUCAÇÃO MATEMÁTICA: POSSIBILIDADES PARA OS PROCESSOS DE ENSINO E DE APRENDIZAGEM / MATHEMATICAL MODELING IN MATHEMATICAL EDUCATION: POSSIBILITIES FOR TEACHING AND LEARNING PROCESSES 数学教育中的数学建模:教与学过程的可能性/数学教育中的数学建模:教与学过程的可能性

IF 0.2 4区哲学

Dynamis Pub Date : 2021-04-01 DOI: 10.7867/1982-4866.2021V27N1P03-25

M. R. Soares, G. S. Júnior, J. Gualandi

{"title":"MODELAGEM MATEMÁTICA EM EDUCAÇÃO MATEMÁTICA: POSSIBILIDADES PARA OS PROCESSOS DE ENSINO E DE APRENDIZAGEM / MATHEMATICAL MODELING IN MATHEMATICAL EDUCATION: POSSIBILITIES FOR TEACHING AND LEARNING PROCESSES","authors":"M. R. Soares, G. S. Júnior, J. Gualandi","doi":"10.7867/1982-4866.2021V27N1P03-25","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P03-25","url":null,"abstract":"In the literature of mathematical modeling, there are different procedures (steps or possibilities of approaches) to develop and explore it in mathematics teaching. This article aims to present and emphasize the essential possibilities to the mathematics teaching and learning processes, extracted from the literature and modeling activities developed in a degree course in mathematics. Methodologically, the study was supported by bibliographical and practical analyzes, qualitative research of an interpretative nature and a case study, using audiovisual materials such as software, Calc, Excel, Word, and online libraries. The data collections were derived from observation, intervention in the research and data analyzed and extracted from annotations, activities done by the subjects, consultations with the Ministry of Health, images, records, and questionnaires. Therefore, modeling presents several possibilities for the mathematics teaching and learning processes and its realization can take place in a natural way, meeting the conditions of the classroom and/or the extracurricular conditions, according to the clientele, environment, school reality, teacher preparation, mathematical concepts to be developed, resources available and goals to be achieved, focusing on learning.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79169326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A UNIDADE IMAGINÁRIA: AS IMAGENS CONCEITUAIS EVOCADAS POR ALUNOS DE UM CURSO DE LICENCIATURA EM CIÊNCIAS / IMAGINARY UNIT: THE CONCEPT IMAGE EVOKED BY STUDENTS OF A BACHELOR'S DEGREE IN SCIENCE 想象单位:理科本科学生唤起的概念形象/想象单位:理科本科学生唤起的概念形象

IF 0.2 4区哲学

Dynamis Pub Date : 2021-04-01 DOI: 10.7867/1982-4866.2021V27N1P159-178

W. Pommer

{"title":"A UNIDADE IMAGINÁRIA: AS IMAGENS CONCEITUAIS EVOCADAS POR ALUNOS DE UM CURSO DE LICENCIATURA EM CIÊNCIAS / IMAGINARY UNIT: THE CONCEPT IMAGE EVOKED BY STUDENTS OF A BACHELOR'S DEGREE IN SCIENCE","authors":"W. Pommer","doi":"10.7867/1982-4866.2021V27N1P159-178","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P159-178","url":null,"abstract":"Complex numbers represent a theoretical issue and are usually presented in a formal approach wrapped in an algebraic framework, which makes a difficulty understanding for high school and college students. The aim of this article was to find out how the conceptual image of complex numbers is expressed by students of a Bachelor's Degree in Science in relation to the imaginary unit and to see if and to what extent this conceptual image can be increased through a didactic intervention. The imaginary unity is an obstacle to complex numbers learning, which requires a survey of the evoked concept image by students in facing to activities involving complex numbers. In the methodological part, a didactic intervention was developed and applied, adapted from the three initial phases of the Dialectic Tool-Object, described in Douady (1986), to students of a public university at São Paulo state. The results revealed a little improvement in the students' conceptual image promoted by the possibility of changing from the arithmetic to the geometric frame arising from the didactic intervention application.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88656642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

DAS VIVÊNCIAS À ESCOLA: CONHECIMENTOS E MEMÓRIAS DE ESTUDANTES DO ENSINO MÉDIO INTEGRADO / FROM EVERYDAY LIFE TO SCHOOL EXPERIENCES: KNOWLEDGE AND MEMORIES OF INTEGRATED HIGH SCHOOL STUDENTS 从经验到学校:综合高中学生的知识和记忆/从日常生活到学校经验:综合高中学生的知识和记忆

IF 0.2 4区哲学

Dynamis Pub Date : 2021-04-01 DOI: 10.7867/1982-4866.2021V27N1P26-41

Lidiane Bolzan Druzian, Rosemar de Fátima Vestena

{"title":"DAS VIVÊNCIAS À ESCOLA: CONHECIMENTOS E MEMÓRIAS DE ESTUDANTES DO ENSINO MÉDIO INTEGRADO / FROM EVERYDAY LIFE TO SCHOOL EXPERIENCES: KNOWLEDGE AND MEMORIES OF INTEGRATED HIGH SCHOOL STUDENTS","authors":"Lidiane Bolzan Druzian, Rosemar de Fátima Vestena","doi":"10.7867/1982-4866.2021V27N1P26-41","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P26-41","url":null,"abstract":"This research aims to describe the construction stages of an educational product called “From everyday life to school experiences: Knowledge and memories of Integrated High School students”, which is a resource intended to register students' daily knowledge. This product is the result of a dissertation titled \"The influences of Natural Science knowledge over the student’s option for the Technical Course in Integrated Agriculture at the Federal Farroupilha Institute – on São Vicente do Sul Campus (IFFar/SVS)\". It was designed to measure and record the daily knowledge of students who entered the Technical Course in Integrated Agriculture at the IFFar/SVS in 2018, with a view to integrating such a knowledge into the course curriculum. When applied to the students, the resource enabled the manifestation of culinary, agricultural, fishing and livestock knowledge, which could be transformed into school knowledge. Thus, this study reinforces the didactic and curricular potential of the product and suggests its replication in similar contexts and educational realities.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86938870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

APRENDIZAGEM SIGNIFICATIVA, ATIVIDADES EXPERIMENTAIS MULTISSENSORIAIS E INCLUSÃO DO ALUNO COM DEFICIÊNCIA VISUAL: PERCEPÇÕES DE LICENCIANDOS E DOCENTES DE QUÍMICA / MEANINGFUL LEARNING, MULTISENSORY EXPERIMENTAL ACTIVITIES AND INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT: CHEMISTRY TEACHERS AND UNDE 有意义学习、多感官实验活动与视障学生的包容:化学本科生与教师的认知/有意义学习、多感官实验活动与视障学生的包容:化学教师与非化学教师

IF 0.2 4区哲学

Dynamis Pub Date : 2021-04-01 DOI: 10.7867/1982-4866.2021V27N1P212-234

Franciane De Fátima Foques, Noemi Sutil

{"title":"APRENDIZAGEM SIGNIFICATIVA, ATIVIDADES EXPERIMENTAIS MULTISSENSORIAIS E INCLUSÃO DO ALUNO COM DEFICIÊNCIA VISUAL: PERCEPÇÕES DE LICENCIANDOS E DOCENTES DE QUÍMICA / MEANINGFUL LEARNING, MULTISENSORY EXPERIMENTAL ACTIVITIES AND INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT: CHEMISTRY TEACHERS AND UNDE","authors":"Franciane De Fátima Foques, Noemi Sutil","doi":"10.7867/1982-4866.2021V27N1P212-234","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P212-234","url":null,"abstract":"In this work, meaningful learning perspectives are articulated to multisensory domain, in a design relevant to multisensory experimental activities. Pertinent to this composition, demands concerning the inclusion of students with visual impairment in Chemistry teaching are evidenced. Within this scope, Chemistry teachers and undergraduate students’ perceptions on these demands are analyzed. Interpretation claims proceed from field diary notes and audio records’ analysis, according to Content Analysis assumptions, concerning four Learning Workshop meetings in Curitiba, Paraná, in 2019. Perceptions refer to aspects concerning interaction, communication and articulation of demands, involving teachers and students with and without visual impairment. The subjects expressed learning conception with distinction of logical and psychological aspects, in a multi-sensorial perspective. They distinguished apprentice singular features and previous knowledge. They also expressed acknowledgment of processes for establishing relationships relevant to the empirical-concrete domain and essential attributes of concepts, allocating specificities regarding Chemistry contents and information gathering by means of diverse senses. However, inadequate Chemistry notions and approach were evidenced. It is pointed out the demand for teacher education concerning the inclusion of students with visual impairment in Chemistry teaching.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90636079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

LEITURA E INTERPRETAÇÃO DE GRÁFICOS ESTATÍSTICOS: UMA ANÁLISE SOBRE O ENTENDIMENTO DE ALUNOS DE UM 9.º ANO / READING AND INTERPRETATION OF STATISTICAL GRAPHS: AN ANALYSIS OF THE UNDERSTANDING OF 9TH GRADE STUDENTS 统计图表的阅读与解读:对9年级学生理解能力的分析。ºANO /统计图表的阅读和解释:对九年级学生理解情况的分析

IF 0.2 4区哲学

Dynamis Pub Date : 2021-04-01 DOI: 10.7867/1982-4866.2021V27N1P79-100

S. S. Santos, G. Barbosa, Celi Espasandin Lopes

引用次数: 0

DIÁRIOS DE APRENDIZAGEM COMO INSTRUMENTO DE PROMOÇÃO DO PENSAMENTO METACOGNITIVO: UMA DISCUSSÃO SOB A VISÃO DOS SUJEITOS ENVOLVIDOS / LEARNING DIARIES AS AN INSTRUMENT TO PROMOTE METACOGNITIVE THINKING: A DISCUSSION UNDER THE VIEW OF THE SUBJECTS INVOLVED 学习日记作为促进元认知思维的工具:从主体视角下的讨论/学习日记作为促进元认知思维的工具:从主体视角下的讨论

IF 0.2 4区哲学

Dynamis Pub Date : 2021-04-01 DOI: 10.7867/1982-4866.2021V27N1P194-211

Camila Boszko, C. T. W. Rosa

{"title":"DIÁRIOS DE APRENDIZAGEM COMO INSTRUMENTO DE PROMOÇÃO DO PENSAMENTO METACOGNITIVO: UMA DISCUSSÃO SOB A VISÃO DOS SUJEITOS ENVOLVIDOS / LEARNING DIARIES AS AN INSTRUMENT TO PROMOTE METACOGNITIVE THINKING: A DISCUSSION UNDER THE VIEW OF THE SUBJECTS INVOLVED","authors":"Camila Boszko, C. T. W. Rosa","doi":"10.7867/1982-4866.2021V27N1P194-211","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P194-211","url":null,"abstract":"The present work consists of a discussion about the learning potential of learning, as an instrument of expressiveness of metacognitive elements, having as central question the following question: which metacognitive elements are shown to be favored at the moment when the graduates have the value of reflexes as way to learn? The study starts from the identification that the literature has been busy discussing this possibility without, however, presenting a study that shows the details of which metacognitive elements are favored and which deserve to be reviewed. The data for this discussion were produced through semi-structured interviews with eight physics teachers in the initial training process who used learning diaries during an academic semester and linked to a curricular component. The results showed that the learning diaries can be considered to favor this way of thinking. However, the study identified weaknesses in some metacognitive components pointing to the possibility that these diaries are accompanied by guidelines or questionnaires that help the activation of this way of thinking.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89199320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ENTENDIMENTOS DE CIÊNCIA AO LONGO DE UM CURSO DE LICENCIATURA EM CIÊNCIAS BIOLÓGICAS / SCIENCE UNDERSTANDINGS OF STUDENTS ALONG A BIOLOGICAL SCIENCES UNDEGRADUATE COURSE THAT FORMS SCIENCE AND BIOLOGY TEACHERS 生物科学本科课程中的科学理解/形成科学和生物教师的生物科学非研究生课程中的学生科学理解

IF 0.2 4区哲学

Dynamis Pub Date : 2021-04-01 DOI: 10.7867/1982-4866.2021V27N1P179-193

Pedro Leal De Souza, Peterson Fernando Kepps da Silva, Lavínia Schwantes

引用次数: 0

Beyond Dominion: A Microphysics of Freedom Beyond Dominion: A Microphysics of Freedom

IF 0.2 4区哲学

Dynamis Pub Date : 2021-01-01 DOI: 10.1007/978-3-030-69005-2_6

G. Chiurazzi

引用次数: 0

The Transformation of the Real: Infinity, Continuity and Event 实数的变换:无限、连续和事件