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

Usually, teaching training of university professors resembles that of medieval craftsmen, the result of which is the uncritical repetition of the teaching models implemented by their undergraduate Faculty. When a teacher changes context, the generally successful action models in the faculty of origin present problems in the new context, generating insecurities and dilemmas. These experiences are interpreted from concepts related to academic culture: interpretations shared by members of a culture provide guidelines on how to behave and what to expect from other members. When changing their context, the shared interpretations are different, generating these instabilities. The immigrant metaphor is used to interpret the experiences of teachers.

El presente trabajo tiene por objeto hacer una revisión cuantitativa, no exhaustiva, de investigaciones hechas desde el año 2012/2013 a la fecha, sobre temas referidos a Tecnologías de la Información y la Comunicación en general, y Simulaciones y Laboratorios Remotos, de manera particular, presentes en revistas electrónicas de consulta habitual en el ámbito de la investigación en Enseñanza de la Ciencias Naturales y la Tecnología. De su relevamiento y análisis, surge que es mucho lo que se habla sobre las TIC pero es verdaderamente poco lo que se investiga de manera sistemática y continua, hecho que se traduce en una baja tasa de publicación de trabajos vinculados a esta problemática.

Activities of the São Roque PIBID subproject were carried out in two schools of the São Roque municipal school system from July 2011 to March 2018, aiming at the improvement of teacher education for basic education, as well as the improvement of school students' learning involved. The aim of this study was to know the point of view of ex-scholarship holders of the Bachelor Degree in Biological Sciences at IFSP (Campus São Roque) about the importance of the program in their teacher education. For this, questions were sent via e-mail that were completed on the online platform. Thirty-eight former fellows answered  the questions. Of these, 24 already knew the program before participating in it. Twenty-two people reported that the scholarship was very important for them to stay in college. Thirty- six considered the experience extremely relevant to their teacher education and understanding of the teaching-learning process. Twenty-four said they wanted to pursue their teaching career, and 15 considered PIBID to be very important in their decision to continue in this area. The results demonstrate the importance of PIBID in the maintenance of undergraduate students, in their vocational training and decision to pursue their  teaching career.

A more responsible vision for environmental protection can provide guidelines for educational activities aimed at developing environmental awareness among young people. These activities require planning and theoretical background, often from the textbook. In this way, the present work sought to verify how the Environmental Education aspects are approached by Science Didactic Books, observing if the approach contributes to the construction of a profile of expected knowledge, and also if the books are in line with what is desirable for the teaching of the subject linked to scientific education. The analysis included a sample of textbooks available at a public school in the region of Rio Grande do Norte. The results showed that the number of pages that have some indication for Environmental Education is still restricted and that there is a lack of sustainability information linked to the theoretical content of the analyzed books. When present the information is related to a specific content, mainly in the copies indicated for the 6th year of Elementary School. Thus, it can be concluded that there is the possibility of associating teaching with environmentalism, using it as a facilitator in order to provide the maximum educational benefit and exploratory potential of it for learning.

The conic sections are geometric curves that receive a lot of attention due to technological applications of its properties in different areas of knowledge, which highlights the search for the improvement of teaching and learning of this mathematical topic in high school. In this work, a case-study (with secondary school students from the public education system) was proposed, concerning the teaching-learning of conics and their applications. The aim of the research was to analyze the evolution of the students' ability in essential topics of the theme after a mini-course with the use of conical snooker tables and geometric constructions with ruler and compass, compared to the traditional learning in the school. Data were collected through questionnaires, analyzed and interpreted according to the dichotomous Rasch model and of usual statistic techniques, taking into account the balance between the difficulty of the items and the ability of the students with the theme. The application of the model allowed the diagnosis of the difficulties in a directed way and confirmed that the actions complementary to the usual classes helped to decrease the hierarchy of difficulty of the items, with a significant evolution in the students' proficiency and consequent increase in the probability of success in the analyzed topics.

Although the rise of the Information Society has spread the use of Information and Communication Technologies (ICT) in education, there have not been enough changes to enable these technologies to be included in school culture or to ensure teacher education for this. Thus, through qualitative research, we sought to investigate teacher training for the use of ICT in mathematics teaching at the State University of Bahia (UNEB), campus VII. Data were collected from 36 undergraduate mathematics graduates and three teacher trainers by applying questionnaires and conducting interviews. Also, we studied the pedagogical project of that course. The analysis of the transcribed questionnaires and interviews in addition to the course project was performed by the content analysis method. We have shown that undergraduates do not feel prepared to use ICT in mathematics teaching, that the use of these technologies at university has been restricted and that the three curriculum disciplines working on this subject bring an insufficient technical approach to assist undergraduates in their education.  

This work aimed to “map" the education processes of science teachers, from the perspective of Science, Technology and Society (CTS) Education, in academic journals of teaching, from 2007 to 2017. It consisted of a qualitative research based on documents. We analysed 31 papers published in Brazilian journals and academic events in the area of Science Teaching. The process of selecting the works was based on the following keywords: CTS approach, training of science teachers and teaching knowledge. The research findings allowed to map the current state of knowledge production on the subject CTS, teaching knowledge, and the education of science teachers. Our analysis shows that qualitative studies (90,33%) are predominant. Amongst the selected papers, we were able to identify only three (9.67%) that adopted quantitative methods. Regarding the themes covered, we observed several approaches, such as socio-scientific issues, outlines for the disciplines of chemistry, physics, biology and mathematics, physical education, scientific literacy, CTS approach and TICs, environmental education, and science education. Amongst the most discussed subjects in the 31 papers analysed, the category that received more attention, totalling 16 articles, was "social relevance", followed by other nine papers that covered the "democratization of decision-making processes".

Understand the record and development of the human body system, understand its physiological mechanisms and know the relationship of interdependence between the organs are essential for the development of healthy individual and collective attitudes and habits. Such knowledge guides learners to more conscious choices about lifestyle and health care, aiming for a well-functioning body and well-being of the individual. Despite the recognized importance of the teaching of contents related to the human body, these are commonly presented in a superficial way for adolescents of the High School of the State of São Paulo, due to the São Paulo curriculum. In this sense, the article presents strategies and educational resources resulting from a Supervised Curricular Internship conducted by Biological Sciences undergraduates, who seeked to reconcile school life to the experience of the systemic approach, searching for the aspects of health and quality of life of the students.

This text describes the conceptions that some indigenous students in early training from Mato Grosso hold about chemistry and chemistry education. The research investigated eleven students from ten different ethnicities from a specific course for indigenous people, named Graduation in Mathematical and Natural Sciences at UNEMAT, Barra do Bugre-MT campus. This survey, descriptive and exploratory, is of a qualitative approach and took place in the first semester of 2014 during the Chemistry Education course. The choice of images to illustrate the chemistry before the training activities and a questionnaire consisting of three open questions and completed at the end of the course were the instruments used to collect data. The interpretation of these reports occurred through the technique titled Content Analysis. The images chosen and their justifications revealed the limited conception that the students held before the subject. From the data gathered four categories emerged: previous conceptions about chemistry and its performance; aspects of the student‟s trajectory; definition of ideal classes and contributions of chemistry to life. The study revealed the conceptions these indigenous students and future teachers hold about chemistry and teaching this discipline.

This research is part of the master's dissertation entitled "From the Carbon Atom to the Great Populations: Teaching Exponential Functions under the Perspective of Problem Solving" of the Post-Graduate Program in Teaching Natural Sciences and Mathematics of the Regional University of Blumenau (FURB). The aim of this study is to analyze a problem-solving practice from the perspective of an investigative approach to the teaching of exponential functions in a first-year high school class. For that, the history of Problem Solving is discussed, as well as the differences and approximations to the context of Mathematical Research. A practice, involving the planting of a bean seed and the search for a corresponding function, is described and analyzed in order to show how a mathematical problem can be structured with questions that lead to an investigative process. As a result, a pedagogical practice in this context allows students to feel part of doing mathematics, exploring patterns, testing hypotheses, validating results and searching for new paths, as well as increasing confidence in mathematics as they expose and discuss their ideas with classmates and with the school community itself.