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

La Lactancia Materna como factor protector de las infecciones respiratorias altas; fue un estudio transversal con un enfoque cuantitativo que tuvo como finalidad conocer la influencia de la lactancia materna en relación con desarrollar infecciones respiratorias altas en niños de 0 a 18 meses de edad en el Centro de Salud de Vilcabamba. De los 122 casos estudiados mediante encuestas y revisión de historias clínicas, se logró comprobar que aproximadamente el 63,12%, mantenía prácticas de lactancia materna exclusiva al menos por los seis primeros meses de vida, aspecto que repercutió beneficiosamente sobre el riesgo de padecer una infección del tracto respiratorio alto, ya que de los pacientes estudiados solo existieron 10 casos de infección, siendo el resfriado común y la faringitis no especificada, las enfermedades respiratorias prevalentes. Al realizar el análisis de las variables y mediante la prueba de asociación estadística Odds Ratio, valiéndonos del programa informático Statistical Package for the Social Sciences (SPSS), se logró obtener una relación estadísticamente significativa de OR 0,11 (IC 0,04 – 0,29), concluyendo de esta forma que la Lactancia Materna es un factor protector de las infecciones que afectan el tracto respiratorio alto durante los seis primeros meses de vida.

This paper presents a training journey, mediated by digital technologies, set in the discipline of Teaching Methodology, which is part of the initial training of the Physics teacher, through the distance education modality, at the University of Brasília. The aim was to redefine the offer of a hybrid learning experience, methodologically structured from notions of formative journeys in learning cycles and arcs. The approach chosen was that of an experience report members of the teaching team and other professionals who contributed to the development and evaluation of the model, carried out from a (re)analysis of the recordings of the synchronous meetings, the scrutiny of the results of the application and re-application of the profile survey questionnaire, the experiences and learning and the results of student performance. Despite the deleterious effects of the Covid-19 Pandemic, it was possible to clearly detect evidence of significant learning, materialized in the works presented at the end of the course. This result, by itself, justifies the model developed, induces the (re)application in different contexts and encourages the adoption of critical and disruptive reflections about the ways of teaching and learning in higher education and, in particular, in the area of ​​Physics.

This paper proposes a novel methodology, based on the semiotic-cognitive theory of learning (González, 2018), to address issues of lagrangian mechanics, a subject of the higher level of physics professors and Physics undergraduates, exemplified in Noether's theorem, which links the symmetry of mechanical configurations, with the corresponding first integrals of motion. Instead of the classical way of presenting the theorem, by means of a statement, demonstration and exemplification, we start with a table of properties (including symmetries and conservation of different specific configurations) which the student is asked to relate hypothetically, and then construct a formal expression based on the Lagrange equations, by means of a recursive procedure from which the proof of the theorem is extracted as a conceptual scheme, which will finally be applied in a generic form, detached from the previous specific configurations. Although it is exemplified with a subject of lagrangian mechanics, the method is applicable in a general way, adapting it to the corresponding subject and topic.

In this work we will present and analyze the problems that were developed for a Problem Solving (RP) activity implemented through the Problem-Based Learning methodology, seeking to identify aspects that allow the use of RP as an introduction to the scientific modeling process, from the theory of didactic-scientific modeling.

Among the challenges imposed by the restrictions caused by the covid-19, we can highlight, in particular, the adaptation of experimental activities in the remote mode. This article describes the construction and application of a low-cost experimental prototype, based on the Arduino platform. The prototype was used in a practical class to determine the restitution coefficient in an inelastic collision, between a rubber ball and a wooden surface. The prototype provided real-time data acquisition, in a class with undergraduate physics, enabling the visualization of the phenomenon and data sharing with students. Its operation is based on piezoelectricity, which allowed to graphically observe the proportionality between the kinetic energy in each collision and the intensity of the electrical signal obtained. The experimental results showed low standard deviation and good consistency in several repetitions. They were also compared with other results, obtained by a technique using video, showing an agreement in the order of 2 %.

Physics teaching includes strategies and resources to be used in the execution of activities that promote the understanding of phenomena and, in order to carry out this process, teacher education must include experiences that promote conditions for the exercise of didactics. In this sense, an intervention with participants in initial training is proposed, in which the concepts of electrostatics are discussed with simulations of the PhET platform through an Investigative Teaching Sequence (ITS). Through mental maps, the learning results include the appropriation of knowledge of charge, force and electric field were presented. The reports presented show that the discussion through simulations in the sequence of activities provided experiences to be applied in elementary school, so that it can be concluded that the ITS conducted by simulation resources is a strategy that provides opportunities for interactive and motivating experiences.

Throughout this work, we seek to answer the following question: How does curriculum construction, from the perspective of the Freire-CTS articulation, contribute to pedagogical experiences and practices in a municipal pre-university? Therefore, the experiences and pedagogical practices developed during the process of curricular construction of Physics in the context of Sepé Tiaraju. Among the aspects highlighted and discussed, the potential of critical, reflective and dialogic classes in pre-university.

The objective is to present a script of an investigative workshop taking the toy (shuttlecock) as resource, presenting a discussion around moments of Inquiry-based Education (“EI”) and the interactions of the instructors that implemented said workshop. Stemming from the presented data, we can conclude that, in order to develop investigative activities, the professor must have mastery of not only the content, but also of the workshop’s moments and goals in the execution of the activity. Furthermore, for the systemization of this knowledge to happen, the teacher needs to consider information and questions made by the student.

In this work some very curious and little divulgated aspects of the hypothetical radial fall of a material particle in one of these objects are examined, making them available to Physics teachers with the elementary knowledge of Especial Relativity corresponding to their standard training. For this the necessary concepts are presented, it is shown how to operate and reason with them, and it is exemplified with some basic calculations that allow the concepts to be anchored in concrete objects