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

The purpose of this study has been the understanding of teachers' conceptions about the use of cinema in science education. Literature has indicated that cinema might contribute to address elements of school content and contextualize sociocultural, historical, and political issues, in order to collaborate with learning. The methodological design took place, initially, through the induction of reading of a Science Didactic Sequence that proposed the use of cinema as an educational activity, followed by the application of a survey on the use of cinema in teaching situations. In order to outline the results, this research used the qualitative methodology to describe the data. In order to analyze them, analysis categories were created analysis consistent with the meanings produced by the teachers, considering the meaning of the word as a unit of analysis, such as defended by the historical-cultural perspective. The results hads hown that, although the participating professors agreed on the use of cinema as an educational activity, they still have had some difficulties in exploring this potential.

In this article, we present the process of solving two tasks by three students from the ninth year of elementary school, aimed at studying the rest of the Euclidean division and congruence between two numbers (mod n) using the Arduino Uno e robotics kit. programming with Scratch for Arduino software, carried out within the scope of a master's research already completed. The focus of this article is the conceptual development of these students, analyzed in light of Cultural-Historical Theory. With the discussion about them, we conclude that the use of robotics and programming combined with the mathematical content activity allowed the study and formation these concepts, as well as the quotient and other components of the algorithm of the Euclidean division. Working with robotics and programming possibility that the student has and make mental connections between the knowledge already acquired and that which is being produced in the use of these materials.

The contents about the plants are among the subjects that are standing out in researches on teaching, which has contributed to a change in the way the teaching-learning of Botany is realized by students and teachers. Moreover, the teaching about plants may be challenging and the search for strategies that improve this view, involves knowing the perceptions and difficulties of teachers. The purpose of this research was investigate the perception of teachers who teach Botany, concerns the teaching-learning process, at schools from education network in the Municipal District of Alegrete (RS, Brazil). For this study, it was accomplished an online questionnaire with the participating teachers. The results point to an encouraging aspect related to the teaching of plants, still little observed in the school context, which is the interest of teachers and the perception of them, that students like and are focused in the themes of Botany.  The Continuing Education may be an accessible way to minimize some of the difficulties pointed out by teachers, contributing with theoretical, didactic, methodological updating and space for reflection on contents and skills

This is an experience report developed with a group of educators, students, and those interested in information and communication technologies, specifically during the Covid-19 pandemic period. The objective was to present the Zoom and Streamyard platforms, and to evaluate their usability by the participants, identifying the context in which they can be used in the most appropriate way for teaching. The workshop lasted 150 minutes at Zoom in December 2020, with 19 participants. We did a technical detailing of the usability of Streamyard and Zoom, paid and free versions, with the help of the OBS Studio program. The participants' doubts were: management of the live broadcast, link for the participant and for the audience, and available resources in each platform. We concluded that the workshop could contribute to the improvement of online works, lectures and classes and to the performance in research groups during the period of the COVID-19 pandemic

STS Education aims at a curricular reorganization, a new epistemological and pedagogical posture of the teachers. In view of this, the SESI-Paraná High School presents the Applied Sciences component with convergences to the STS assumptions. Thus, the objective of this research is to analyze the didactic-pedagogical aspects of STS Education that guide the teaching practice in the context of the Applied Sciences curricular component of the SESI-PR network. Through a qualitative research and case study, using documentary research, interviews and class observations as techniques, it was identified that the Applied Sciences component constitutes a STS Education program in Basic Education, as it brings together didactic- pedagogical approaches converging to the STS assumptions, such as: curriculum oriented by STS/socio-scientific themes, teaching methodologies focused on the student, varied resources and strategies, evaluation of formative bias and problematizing teaching practice. The analysis also identified elements that need to be rethought in order to advance in the STS Approach interventions, such as: resuming the topic for decision making, choosing topics together by professors and students, discussing the mechanisms of participation in ST matters, experimentation related to social issues and student self-assessment.

Aiming to analyze recent studies, involving didactic sequences used in the teaching of Chemistry to make it investigative, this study is configured as a bibliographic research, of the state of knowledge type, with a qualitative approach. Publications from 2016 were delimited as a time frame, and the platforms SciELO, Capes Journal and BDTD were used as information sources. The following search descriptors were used: teaching sequence, investigative teaching sequence (ITS), didactic sequence (DS) and chemistry teaching, 19 articles and 10 dissertations were selected. On DS, the most cited authors were Zabala and Dolz, and for ITS, Carvalho. The most discussed themes involve social and environmental issues, and the recurring audience is 2nd year high school students. Regarding the pedagogical actions, it was noted the development of diversified strategies, which involve reading papers, reports, experimentation, games, videos and the development of research by students. Therefore, the study made it possible to know characteristics of the pedagogical actions that make the teaching of Chemistry investigative.

The objective of this article is to identify the curriculum theories presented in Pedagogical Projects of the Biological Sciences Degree Courses (PPCs) in the southern region of the country, considering the Federal Institutes of the southern region of the country, as well as to identify the concepts of Experimentation that are articulated to the curricular components (CCRs) of these courses. As a result, we evidenced the presence of contradictions specifically with regard to the curricular content, impregnated by the traditional or critical bias in the same intensity (in seven PPCs). For this, the creation of a higher frequency of Demonstrative Experimentation appeared frequently in 48 CCRs, followed by the Empiricist-Indus one, in 15 CCRs and pelative discourse, in ten CCRs, which does not characterize the congruence between the critical curriculum curricula and the conceptions of Experimentation that mostly spreads through demonstration. These results represent aspects that characterize the curriculum of undergraduate courses in Biology at Federal Institutes

The insertion of neuroscientific education can contribute to the development of teaching strategies aimed at improving learning. The present study was developed to identify a bibliographic survey, through the method of systematic integrative literature review, seeking the relationship between neuroscience and science teaching, focusing on the education of science teachers. Initial results in publications indexed in the Scielo, Scopus and Google Scholar databases, between 2009 and July 2020, emerged from the descriptors “neuroscience” and “teaching Science”. Thirty publications were included and grouped into four categories of analysis: teaching strategies, literature review, neuroscience and teacher training, and contributions of neuroscience in education. Of the 377,445 results found, only 0.5% correspond to Brazilian publications, which indicates that studies on neuroeducation in the country are still incipient, despite its relevance to education.

Scientific initiation has benefits for scientific education, but few studies focus on schools. Thus, we investigated a Program of Scientific Initiation offered by a private school in São Paulo. We aimed to identify: i) a number of students that were participated in this program (2006 to 2019); ii) the areas and themes that were researched by the participants; iii) possible gender differences. We analyzed some documents, did some statistical tests, and did an Open Data Categorization. We identified the growth of student enrollments, indicating an enlargement of their interest in scientific topics. We also identified a greater number of researches in Biological Sciences, but gender differences were not identified, just an asymmetry in the areas of interest of students. More spaces for the development of the Nature of Science in schools are necessary, as well as the constant dialogue about the insertion of women in scientific careers.

The “derivatives" topic is part of the program of the Calculus 1 discipline in many higher education degrees, being one of the fundamental concepts of Calculus. The difficulties shown by the students in learning how to derive motivated the performance of the “competition of derivatives” held in 2019 at the Federal University of Technology of Paraná, Pato Branco Campus. The event’s purpose was to stimulate students to practice the derivatives. The aim of this article was to researching that motivational aspects are revealed by the students who participated in these competitions. Data were collected from questionnaires answered by the participants. The study had exploratory objective, qualitative approach and was based on the Self-Determination Theory and Playfulness. The answers were analyzed using elements of the Constant Comparative Method. The motivation to learn and the urge for playfulness, intrinsic motivations, were the most mentioned by the respondents. However, the opportunity to improve the grade in Calculus I discipline, extrinsic motivation, also presented a relevant result.