Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

We present a proposal for the use of outdoor experiments that refer to everyday situations. The work was carried out by a group of undergraduates in Physics with the purpose of proposing interdisciplinary practices in the open air, providing the possibility of interlocution between disciplines of high school with emphasis in Physical Education. We set up scenarios with the potential to serve as experiments that demonstrate classical mechanics concepts, use the camera of a cell phone to record the scenes, and use Tracker software to extract and analyze the videos. We rescued Galileo's classic inertial demonstration experiment with the use of a motorcycle with the vertical launch of a basketball, in addition, we analyzed the oblique launch by throwing a basketball, we also verified the super-strong movement of a tennis ball bouncing and we checked the trajectory represented by the brachistochron with the use of a mark made on the tire of a moving bike. All selected scenes were suitable for use in the proposal.

The present study aims to investigate the promotion of scientific literacy in assigning meanings to the teaching of modern and contemporary physics content in basic education. We used as research target students of the third year of high school and physics textbooks approved by the National Textbook Plan 2018. Subsequently, we felt the need to investigate undergraduate students to substantiate the hypotheses presented in this article. The information was collected through questionnaires applied to elementary school students, in the set of content analysis methods in textbooks and, finally, the application of an Interactive Didactic Sequence in higher education students during a scientific event. The results obtained made us to infer that the lack of effective assigning meanings to the contents of modern and contemporary physics by the students of basic education is related to the didactics of the physics teacher since the textbooks interconnect the contents with the daily life. Furthermore, a possible propensity for content-oriented didactics was observed in future graduates, as the results presented by the group diverged both from the objectives of official education documents and from the parameters of scientific literacy.

This article aims to present the results of a research carried out as a master's thesis, whose purpose was to know the challenges that the professors of the field of Natural Sciences face to meet the requirements of the ENEM, regarding the requirements of interdisciplinarity and contextualization. The research participants were Nature Science teachers, who work in different types of school (public and private) and were masters of the Graduate Program in Science Teaching and Mathematics Education of the State University of Paraiba. The research has a descriptive character and used as instruments for the collection of data, questionnaires and interviews. To analyze the data, we used the technique of content analysis. Among the challenges faced by teachers are the absence of planning moments, lack of time to organize, insufficient professional training, lack of infrastructure and materials, as well as the difficulty of reading students. We conclude by arguing about the need for reassessment regarding the relationship between what and how it is taught in high school, as well as the coherence of the ENEM to evaluate this level of education, especially with regard to the interdisciplinary and contextualized approach.  

The teaching and learning of physics has been the subject of much research for decades, though it is still seen by many students in high school as an extension of mathematics, not significant and memorable. In this sense, the present qualitative research, sought to investigate the contribution of conceptual maps as an evaluation tool, in order to identify elements of Meaningful Learning about the content "electromagnetic waves", in a class of 13 students of the 3rd year of High School of a public institution in the central-western region of the state of Paraná. The data of this research were obtained through initial conceptual maps (MCI) and final (MCF) produced by the students during the implementation of a didactic sequence. To analyze the data, we used the theory of Gowin and Novak (1999), seeking theoretical elements of Ausubel's Meaningful Learning, such as hierarchical organization, progressive differentiation and integrative reconciliation. We sought to compare the hierarchy inference, physical concepts, number of links and examples individually, as well as the score reached by each participant. Given the above, it was possible to perceive that this tool has great potential as an evaluation tool indicating indications of a Meaningful Learning among the participants of the proposal.

The aim of this article is to present and analyze the production of videos by students of the 9th grade as a Digital Mathematical Performance. It is about a pedagogical intervention developed with 24 students, of a public school in the city of Rio Grande/RS, who, in group, should produce a video, inspired by the masterpiece The Numbers Devil, written by the German writer Hans Magnus Enzensberger, directed to all people who are afraid of Mathematics. The students have produced four (4) videos that were analyzed by the Founded Theory. The students also have made registers about their experience on the virtual portfolio (a closed group on Facebook), being these registers presented in a word cloud. The students said they have liked producing the videos and, also, have reported that started to notice Mathematics in a different way, with other eyes, what is in accordance with the DMPs goal, which is to contribute to deconstruct stereotypes about Mathematics.  

This paper reports the experience of the graduates of the Professional Masters in Mathematics in National Network (Profmat) at the Federal University of Alagoas (Ufal) who teach Mathematics in Alagoas and use ludic didactic-pedagogical materials (abacus, cutting activities, collage or folding, games, gold material, geometric solids, Tangram, softwares, among others) in their classes. Thus, in order to identify the influence of this master's degree in the Mathematics classroom practice of these graduates, we used as methodology the application of an electronic questionnaire in order to collect information about the use of these resources. We were able to point out positive results in the pedagogical practice of the graduates - like the motivation of their students - through the use of such tools. In addition, although Profmat does not have specific activities regarding the use of these didactic resources, Profmat graduates at Ufal were influenced by the Program to use such materials.

The aim of this paper is to identify and analyze impressions on the environmental theme and its connections to the learning process as developed by authors in the Physics field of knowledge whose studies have been published in the annals of the National Symposium  of Physics Teaching (Simpósio Nacional de Ensino de Física — SNEF), held by the Brazilian Physics Society (Sociedade Brasileira de Física (SBF). Methodologically, this is a documentary/bibliographic qualitative research. The mapping indicates that the Physics Teaching field presents a relatively small amount of studies on the aspects of the environmental theme and the learning process. The analyzed studies indicate that critical perspectives of the teaching process are the grounds for the authors in this field to approach aspects of the environmental theme. Some studies mention the fact that environmental problems can be characterized by their complexity and their inherent controversies. There also are critical considerations to the current economic model. It seems important to mention that the Physics Teaching field — however timidly — has turned attention to building thoughts on the different connections between the environmental theme and the learning process.

This article aims to analyze the resolution strategies of two issues linked to a professional master’s dissertation. In this dissertation, fourteen activities based on mathematical investigation were developed for the studying of cartography. These activities have been done by 9th grade primary education students and the data collection has been made through observations, field journal, work reports and discussion phase records. The results point to the Mathematical Research as a teaching methodology which can awake the students’ interest for seeking answers. From the elaborated strategies, students’ progress in the construction of their own mathematical knowledge, particularly for scales, location, landmarks, distances, was noticeable, as well as their improvement in writing abilities.

This study presents the analysis of the didactic contract established in the approach of content periodic properties of the chemical elements in the first discipline of general chemistry offered by the Chemistry Degree course of the Universidade Federal Rural de Pernambuco. According to Brousseau, the didactic contract refers to the clauses, partly explicit, but mostly implicit, that regulate the division of responsibilities and expectations between teacher and student, in the management of a knowledge. We watched the classes from the beginning of the subject approach to the introduction of the following content. In order to obtain data, we made audio and video recordings and then separated some class clippings that presented ruptures, negotiations and didactic contract effects for analysis. The results point to a significant number of renegotiations and contract effects, especially the Topaz effect, which is evidenced from an explanatory posture of the teacher in the search of masking unreached goals in the teaching and learning process.

The creation of didactic materials for the teaching and learning process of students with visual impairment has become a necessity as the paradigm of inclusive education is worked out in schools. This work proposes the creation of a didactic model for the teaching of taste in a high school class with a student with visual impairment included. Thus, a didactic model was created in relief representing a language and their respective sensory areas for the taste of food. Subsequently, a moment of experimentation and construction of the knowledge was realized from the said model, to which three students were invited, being two visionaries and a visually impaired. It was verified that for both sighted students and students with disabilities, the use of this model was important to understand the concepts addressed. From this research we can conclude that although there are still difficulties in the teaching and learning process of students with visual impairment, there are simple alternatives that can be used to facilitate this process.