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

In the literature on teaching work, contradictions have usually been understood as fundamental to understanding the possibilities of changes in teaching. Thus, we present an excerpt of a research carried out with a physics team from a public school in the first months that followed a norm of higher instances made laboratory classes mandatory for high school. The reference is the socio-historical-cultural theory of the activity, we focus on the evaluation and the objectives are to understand the senses that the team attributes to the evaluation and to understand one of the contradictions of its activity system. The methodology is guided by González Rey and the records were notes in field notebooks, answers to the questionnaire and audio transcripts of weekly team meetings. The results indicated meanings attributed to evaluation that are close to the tradition of teaching and science, and that the team's reasons due to divergences of senses attributed to the theoretical and practical dimensions of learning print contradictions in the teaching activity system. We defend that the awareness of such contradictions in training work could contribute to enhance changes in teaching methods.

This article presents the analysis of the results of a research on the conceptions of Nature of Science of students of integrated mid-level technical courses of a Federal Institute of Education, Science and Technology in Brazil. In total, 162 students answered the questions on the “Views on Science and Education Questionnaire”. After calculating the average ranking and standard deviation of responses for each of the items in the questionnaire, data interpretation was carried out based on eight aspects considered less controversial in the area of science education about scientific practice. The results indicate that, in general, the responses of the students tend to agree with empirical-inductivist conceptions of the Nature of Science. Finally, as an opportunity for future research, the necessary semantic analysis of the students' interpretation of some specific scientific terms used in the questionnaire is pointed out.

New tools are presented to assess learning mediated by ICT and built under the notion of Conceptual Profile. The first results belong to a recently presented doctoral thesis that specifically investigated Oscillatory Movement; although it is considered that, with the appropriate modifications, they can be used in other Physics contents. Its main objective is the need to assess the learning process under other instances - even complementary - to the summative evaluation that continues to be the most used today. Within a constructivist learning environment, analyzes of prior knowledge are integrated; those acquired through ICT; and those that remained in the cognitive structure of the subject at the end of the instruction on the specific content. In this way it is possible to inquire about cognitive aspects present in different activities of the didactic intervention; how they move between them; and even how they are integrated together with the metacognitive aspects. The goal is to propose a novel and creative tool that allows resolving some situations on one of the aspects of education, which has long been considered to be in crisis.

This article aims to present one of the stages of a training itinerary in order to answer the following question: What is the students' previous knowledge about GPS and how their protagonism can guide the development of a PBL? The research was carried out in a public school in Mato Grosso do Sul, Brazil, in High School, in the course Formative Itinerary. Through the "Student's Voice and Choice" step, we seek to identify the students' prior knowledge using the SQP model as a data collection method, which, through three questions, helps to understand where students are in relation to specific content. The Framework consists of placing a series of questions about a particular topic, since when identifying or what students already know about a theme, the PBL group will already be in the knowledge activity that was acquired. For the analysis of the results, we used the Iramuteq software, in order to construct a graph of the maximum similarity tree. The graphs generated from the questions were able to guide which procedures will be taken from that point on, in addition to making clear the students' expectations regarding what will be developed as well as previous knowledge about the proposed theme.

Assuming that the quality of a school scientific explanation is linked to the lexical richness of the text produced, in this paper we introduce a device capable of analyzing it. The device was implemented in order to analyze the lexical richness of the contents of two school scientific explanations on an everyday phenomenon, constructed during a Physical Chemistry high school classroom. Two quantitative measures were used: lexical density and appearance interval, being both notional content terms. These measures were supplemented with the assessment of categorized and embedded clusters as semantic criteria. The constraints of quantitative measures and expansion of the content reading are discussed through the inclusion of semantic criteria.

This work is part of the doctoral thesis called The teaching and learning of energy in secondary school: a research study based on design. Taking the contents relative to mechanical phenomena of the natural sciences orientation 5th course secondary school curricular design (Córdoba province, Argentina), we will try to answer the following research questions: what suggestions for teaching in relation to the selection and organization of these contents can we find when carrying out an epistemological approach to energy? What are the possible learning objectives that emerge from carrying out this type of approach? From the analysis emerge those epistemological keys that supposed real leaps towards the current theory of physics and possible contextualized learning objectives for the educational level that this research works on.

The pandemic forced the education system to make an abrupt transition to the virtual modality and we teachers adapted quickly by reinventing our practices. Our goal is capitalize on what has been learned and produced, proposing superior teaching strategies. The virtual teaching methodology proposed in General Physics I during the pandemic and the results obtained in the performance and permanence of the students are presented. In addition, a proposal for a hybrid teaching methodology that is currently being implemented is shown, where the material produced for pandemic education is used through the flipped classroom, complementing it with active learning activities in face-to-face classes and a system of continuous formative evaluation. Preliminary results indicate good performance and permanence in the first phase of implementation.

This paper presents a pilot application of a didactic sequence which is centered in experimental work including the generation of researchable questions by the students. The proposal considers the collaborative construction of interdisciplinary knowledge and it is theoretical based on the teaching of science from scientific practices. Sound intensity sensors and data analysis in Excel were used to develop the didactic sequence that involves group, experimental and guided work. The implementation of this sequence by the teaching team is described, as well as some possibilities of data analysis, evaluation criteria and diversification of the proposal.

The systematic review of the bibliographic heritage and other productions related to exergetic analysis highlights the growing use of this concept in the scientific community. We find this thermodynamic tool associated with other dimensions: the analysis of costs as an exergo-economy, the environment as an exergo-ecology or as an emergy, the search for indicators that establish a universal metric on human activity and its relationship with the environment. environment, to the dispersion of mineral resources, to the production of renewable energies, also to the social dimension as social exergy. However, it remains ignored by society and even worse by those who have the responsibility to make decisions. This article humbly proposes to contribute to its dissemination in the educational field, inquiring about some strategies that allow its teaching in different realities.

The Covid-19 pandemic accelerated the implementation of strategies based on the use of digital technologies. Practices that required the physical presence of students and teachers, such as teaching robotics, had to be rethought, appropriating even more of online platforms, applications and systems. Considering that the teaching of Robotics is expanding and mobilizing several competences, generating multiple competences, it is understood that there are still difficulties for its implementation in school environments. In this sense, this article deals with a Systematic Literature Review that seeks to investigate the strategies used for the practice of Educational Robotics in the context of the pandemic. The Capes  + Scielo, UTFPR databases were used and a free search was carried out on the research sites, considering the period from January 2020 to April 2021. With theoretical support, Papert's writings were used. It was found during the review that, despite a scenario of restrictions, the works were carried out, however, in a smaller number, using virtual learning environments, virtual simulators and conversational applications, enabling synchronous and asynchronous classes