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

This paper inquires what cognitive skills were developed by students in physics classes when they were challenged to calculate the average speed of a toy car that was provided to them as part of a didactic sequence. This challenge was propounded in an open mode for students to work the activity in an investigative way. In order to constitute the data of this research were used as device: the answers of each group of students to a problem introduced by teacher at the first action and the final report elaborated by them. The results provide evidence that the development of such activity favored the manifestation of higher order cognitive skills by part of the students.

This article discusses the use of the resource technological, PHET, as an support in the teaching and learning processes of multiplication. The qualitative research was carried out in the computer lab in May 2017, with group of students seventh class from a state school in the Municipality of Rubim, State of Minas Gerais. The data points out that students want to learn differently, using digital technology. In addition, the use of the PhET simulation used helped the students with dificulty to learn the multiplication.

In the area of Science Education, studies defend the importance of discussions about Nature of Science (NOS). One way to insert NOS into teaching is through the use of History and Philosophy of Science (HPS). The objective of this article is to identify and analyze, in texts of scientific journals, possible conceptions related to NOS from the historical episode of the Solar Eclipse of 1919. We constructed six categories about the conceptions about NOS, using the Content Analysis proposed by Bardin (2011) and, as theoretical reference on the NOS, the research developed by Peduzzi and Raicik (2017). As a result, the texts presented both more current conceptions and less current conceptions about NOS. However, we discuss that in a teaching situation the most current conceptions may go unnoticed for teachers and students and the material may be potentially used by the teacher to provide a better understanding of scientific activity. Finally, we argue that investing in teacher training may enable them to recognize conceptions about the nature of scientific knowledge in the materials used in a science teaching situation.

O Learning Analytics é visto por educadores como um caminho, uma solução para personalizar a jornada de cada estudante, identificando o seu percurso, as suas dificuldades e os seus hábitos. A análise da aprendizagem é realizada a partir dos dados gerados durante o processo de ensino e aprendizagem, e que a cada dia aumenta em proporções e complexidade superior a capacidade de análise humana, gerando um grande volume de dados que são conhecidos como Big Data. Para consecução desta pesquisa, que visa analisar o desempenho discente em cursos ofertados na modalidade a distância, aplicamos uma pesquisa quantitativa nos dados selecionados em um ambiente virtual de aprendizagem configurado no Blackboard, e os dados de 1809 alunos estão distribuídos em 5 turmas da disciplina de Cálculo Diferencial e Integral II, ofertadas no segundo semestre do ano de 2018. Com a coleta de dados, extraiu-se as informações brutas a partir dos relatórios de acessos e de notas, de toda a atividade do usuário nas áreas de conteúdo e do resumo geral da atividade do usuário. Após a mineração dos dados relevantes ao estudo, implementamos um algoritmo para construção das tabelas e gráficos, como o Boxplot e Histograma. A análise demonstrou que com 50 acessos, o discente obtém condições mínimas para absorver o conteúdo e alcançar média do intervalo de um a quatro pontos, no entanto, os acessos superiores a 200 vezes indicam maior probabilidade de manter-se no intervalo de três, tendendo ao valor máximo, que é de quatro pontos. Assim confirmamos que a maior interatividade, proporciona ao discente um constante contato com conteúdo e consequentemente melhor avaliação.

É notória a importância e necessidade da utilização das novas tecnologias no decorrer do processo educativo, em atendimento as reais necessidades e demandas do atual contexto. Deste modo, torna-se igualmente imprescindível a articulação das novas tecnologias no ensino de geometria com os livros didáticos de matemática distribuídos às escolas pelo Programa Nacional do Livro Didático (PNLD), recurso principal na prática do ensino atual em consonância com “imigrantes e nativos digitais”. A utilização de novas estratégias e recursos didáticos se faz necessária numa perspectiva de motivação e inovação para o processo de ensino e aprendizagem. O presente artigo teve por objetivo realizar uma revisão sistemática bibliográfica em periódicos e artigos qualificados acerca da articulação dos livros didáticos de matemática do PNLD, o quesito tecnológico e diretrizes no ensino da geometria. Os resultados apontam que há um forte movimento de mudança e adaptação dos conteúdos matemáticos, em especial o geométrico, nos dias atuais por conta da tecnologia.

Including Computational Thinking (CT) in the classroom can bring great advances to education. Through Computational Thinking, students can exercise logical reasoning, solve complex problems, deal with abstraction and other skills. Collaboration is also a key aspect of learning. Social interactions between students wreaked from cooperative learning methods could contribute to build knowledge in different ways. This article describes the development of a Cooperative Learning strategy to support and mobilize CT skills in students. Fundamental features of cooperative learning concepts from the literature have been studied and designed to fit the proposed learning strategy. Also, the proposed method uses Game Development approaches in order to engage learners. In addition to being present in students' daily lives, digital games enable direct interaction by giving feedbacks to student commands via animated graphics. A strategy analysis was performed through activities carried out with groups of students from the elementary schools' final series. We investigated the created artifacts and the interactions between students. The results showed that the approach was capable to mobilize CT problem-solving strategies and reflections about social interactions in the group.

Os Ambientes Educativos Inovadores (AEI) surgem no contexto da sala de aula na tentativa de promover práticas inovadoras e as chamadas competências do século XXI.  O presente estudo foi realizado a partir de informações sobre o processo de implementação de Ambientes Educativos Inovadores no contexto de 4 escolas portuguesas. A investigação consistiu na coleta de informações a partir de 3 fontes de informação básicas: vídeos de aulas previamente gravadas no AEI, entrevista com 9 professores e observação de atividades. A partir do conceito de inovação disruptiva analisamos a implementação desses AEI no contexto português, procuramos observar três possíveis posturas apresentadas pelos professores e alunos durante o processo de implementação dos AEI, sendo elas: Rejeição, Affordance e crença no Poder Mágico do AEI como meio de transformação do ensino. Dessa análise entende-se que o AEI compreendido como inovação disruptiva rompe com o modelo tradicional de sala de aula e para que esse ambiente atinja o potencial prometido, alunos e professores precisam reconhecer o potencial desse novo ambiente. O docente precisa transformar sua prática e não apenas incorporá-la em um novo espaço.

Introduction: hyaline membrane disease is a health problem in the neonatal stage.Objective: to characterize the newborns admitted to the neonatal intensive care unit of the General Teaching Hospital “Dr. Agostinho Neto” due to hyaline membrane disease during the years 2016-2018.Method: an observational, descriptive, prospective and longitudinal study of 163 newborns who entered the unit was made.Results: 16.4% of the infants admitted to this unit had this disease and the lethality was 11.0%. The largest proportion of these were male (55.8%), were between 31.0 and 33.6 weeks of gestational age at birth (28.2%), weighed between 1500.9 and 1999.9 g (27.0 %), had an Apgar after 5 minutes of birth between 8 and 10 points (58.9%) and were in the unit for 7 to 14 days (40.4%). 93.3% were treated with pulmonary maturation inducing drugs and 100.0% with surfactant and conventional mechanical ventilation (100.0%). 84.7% presented complications and 55.6% died from intracranial hemorrhage (55.6%). It was common for mothers to be between 19 and 35 years old (76.6%), to be ceased (65.0%) and had pregnancy-related complications (82.2%).Conclusion: lethality was higher as the gestational age and birth weight decreased, in those who were not treated with pulmonary maturation inducing drugs and who presented meningoencephalitis.

Introduction: in the Periodontics department of the "Mártires del Moncada" Teaching Provincial Stomatology Clinic in Santiago de Cuba, the level of self-esteem and oral hygiene of the elderly has not been characterized.Objective: to characterize the levels of self-esteem and oral hygiene in the elderly, during the period July to December 2017.Method: a descriptive-cross-sectional study was carried out in the 32 older adults who attended the Periodontics Department of the Teaching Provincial Stomatological Clinic from Santiago de Cuba, which met the inclusion criteria: over 60 and older, of both genders, who gave their consent to participate in the research. The variables were studied: age, sex, education, level of self-esteem and oral hygiene.Results: the 65-69 year old group (37.5%), the female sex (62.5%), the pre-university school level (37.5%), the average self-esteem level (56.2%) and poor oral hygiene (53.1%).Conclusions: the level of average self-esteem is one of the psychological elements closely linked to poor oral hygiene in the older adults studied, so special attention is required in the comprehensive assessment of these patients, given its possible influence with the state of health oral.