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

Se entrega ahora el nuevo número de Fuentes (19/2) cuyo monográfico lleva por título ALFABETIZACIÓN MEDIÁTICA Y COMPETENCIA DIGITAL. La justificación de esta temática está vinculada directamente a dos factores fundamentales que determinan su interés y actualidad. De una parte, la relevancia y poder que tienen los medios en nuestras sociedades actuales, y de otra señalar la insuficiente formación que la sociedad tiene sobre la manera en que los medios influyen, crean opinión, manipulan y gestionan el acceso a la información. Ambos aspectos exigen una necesaria concienciación y alfabetización mediática, y por tanto el dominio de las competencias básicas para que podamos ser receptores, pero también emisores, -lo que se ha dado en denominar prosumidores-, como usuarios de las tecnologías digitales, tan presentes en nuestras vidas. Las políticas aplicadas en Europa y de manera especial en España, no han favorecido precisamente la integración mediática en la educación; y la formación inicial y permanente del profesorado en este campo debe considerarse insuficiente. 

The aims of this article was to analyze the conceptions of a science teacher of basic level about work with problem-situations, based on a proposal of individual formation experience, elaborated considering the construction, application and evaluation of problem-situations in science teaching. The data were collected from the observations made during the individual formation, from the application of questionnaires and from the semi-structured interview and subsequently analyzed. We carried out the research a science teacher of fundamental level of the public network of Pernambuco, in Calumbi, Pajeú countryside. The different activities carried out allowed the teacher to reflect on and better understand the use of problem-situations as a didactic strategy, in addition to allowing them to experience and discuss the use of problem-situations as a didactic strategy for teaching science.

Pedagogical practices such as experimental activities are fundamental in the teaching of chemistry, since they are an efficient way in disseminating the contents, and support in the construction of knowledge, motivating the student to desire for knowledge, avoiding the routine of a technicalist teaching. This work was carried out according to the assumptions of the qualitative research with 3rd and 5th grade students, with the objective of investigating the students' opinion about the experimental activity on the extraction of essential oil of clove, was performed by means of a questionnaire. Regarding the methodology, in order to increase the efficiency of the learning process, the activities were conducted with ample questioning by the students, encouraging them to seek explanations for the studied phenomena. It was observed that most of the students showed an interest leaving them motivated in the process of teaching and learning, because it is a methodology that offers the student more chances to observe, analyze and discuss in groups the results achieved. However, we must consider that the important thing is the cognitive challenge that the experiment offers and not the simple handling of equipment and glassware.

We report an experiment involving a dialogue between the popular knowledge and scientific knowledge about the manufacture of homemade soap. In pursuit of that goal a resident of the city of Paranacity, Parana State, described the process in a very unique and traditional way. Data collection was conducted through interviews and recording the speech of the participant. Thus, it analyzed the homemade manufacturing process, and discussed the theoretical and methodological aspects of research, proposing to relate the popular knowledge with scientific language and the saponification reaction. In this sense, there must be a reflection of the importance of popular knowledge and scientific  knowledge in people's livelihood, so that teachers develop activities that relate the everyday knowledge through experience reports.

In this work is presented a report of production and use of a newspaper about science that aims to awaken the interest of students about scientific topics, promote science discussions at school, develop specific skills in this students and disseminate science to the local population. The newspaper entitled “The Physical Yesterday and Today” has a printed version, with average circulation of two hundred and fifty copies per edition, which is available in different contexts, and an exclusive online version, usually with extra information, and free access. The use of newspapers in the classroom has helped in the development of reading skills and interpretation of texts by students and aroused the curiosity of those for specific topics. Civil society and academic who has been had access to the newspaper received a positive material and weaved favorable comments about the themes addressed.

Discussions of topics related to Science and Technology have occupied a prominent position in the current society. In the Brazilian educational scenario, specifically in the field of science teaching, this has had repercussions on proposals and reforms. In view of the above, an experiential analysis was conducted with a discussion about a didactic sequence regarding the content of Mixtures under the CTSA approach, in a Elementary School. From this analysis, it was verified that the students were able to interrelate the content with scientific, technological, social and environmental aspects; That the incorporation of pedagogical practices by educators stimulates learning through the use of scientific knowledge in the exercise of citizenship and promotes the intellectual development of the student with criticality.

This article aims to make a diagnosis of knowledge regarding rational and irrational numbers brought by a newcomer student of an undergraduate course in mathematics teaching. The data presented here are part of a PhD research with the participation of two groups of students entering this undergraduate course in mathematics teaching at the Instituto Federal do Espírito Santo - IFES – Campus Vitória. The theoretical framework used to analyze the data was the concept image and concept definition (David Tall and Shlomo Vinner), incipient understanding (António Domingos), instrumental and relational understanding (Richard Skemp), and prototypes examples (Rina Hershkowitz). The results showed that the student has concept image with respect to rational and irrational numbers consistent with an incipient understanding of the subject.

The work considers the idea of that chemical subjects must be boarded of form integrated to the too much knowledge, propitiating an interface since the first years of levels of education level assisting to foment in the pupils its investigative spirit and the interest for the area of sciences. As objective of the research are to identify the chemical concepts to the animated cartoons, which are pertinent to the resume of sciences in the first series of the Basic Education, and to show a list of chemical concepts to discuss. The present has used episodes of the animated cartoons “Sid o Cientista” e “Cocoricó”, for interest in the age range of the first segment of basic education, thus constituting, Teaching strategies for the boarding of some subjects related to chemistry that daily are lived deeply by the children, being necessary to work it of coherent form with the considered subjects.

This work presents results of a mapping developed dissertations and theses developed in Brazil with a focus on teaching and learning Algebra in Elementary Education, from 2008 to 2015. An initial bibliographical survey found 394 papers when registering the word "Algebra" in the search of the bank off data from CAPES and in contact with the Call Center of the Ministry of Education. in mathematics education area with a focus on teaching and learning of algebra in elementary school, available in CAPES site, from 2008 to 2015. There were the categorization and organization of the works from the reading of the abstracts and, 17 Master's dissertations and 3 PhD theses were selected to continue the study. From a literature survey, 23 works were selected, 21 dissertations and 2 theses. The analysis of this material allowed us to observe a variety of themes, about the learning of students, teachers, to methodologies used in the teaching and learning materials approved in PNLD or produced by State Departments of Education. It could be seen that was prioritized the study aimed at teachers and students of final years. Only one work was identified in which the development of algebraic thinking had as subjects of the early years teachers research, which allows us to conclude on the need for jobs that have a focus on students and teachers in this education stage, with the prospect of collaborating with the improvement of teaching and learning algebra.

In the present study we show an inventory of the works published in the annals of the National Symposium of Physics Teaching (SNEF); Of the Research Meeting in Physics Teaching (EPEF); And the National Encounter of Research in Education in Sciences (ENPEC), between 2005 and 2014, which focus on the theme of virtual experiments. It is a survey, whose main objective was to present the framework of publications that focus on virtual experiments in physics teaching practices of the last ten years. Only articles published in Oral Communications were considered. At first, all articles related to the use of Information and Communication Technologies (ICT) were raised; Later, those who discussed ICT in Physics Teaching were selected; Finally were considered those that were directly related to the virtual experiments in the teaching of Physics. As a result, there was an increase in the volume of investigations published in the annals of SNEF, EPEF and ENPEC related to the research topic in the period 2005-2012. From 2013 onwards it was possible to perceive a small decrease in the volume of these productions in these vehicles scientific divulgation. In total, 346 studies were presented that address this theme and are available in this work.