bluuebunny/crossref_metadata_2025_split huggingface dataset:
Um estudo sobre o trabalho com resolução de problemas após um curso de formação continuada em Matemática com professores dos anos iniciais do Ensino Fundamental / A Study about Work with Problem Solving after a Course of Continuing Education in Mathematics with Teachers of the Early Years of Elementary School
Authors: Pereira Sander Giovana , Pirola Nelson Antonio 
Published: April 2020

ABSTRACTThis research aimed to investigate the practice of teaching mathematics through problem solving after the completion of the course of the continuing education of Pró-Letramento program. 458 persons participated of the program and they are teachers of the early years of elementary school from districts of the state of São Paulo / Brazil. The instruments used were a questionnaire about possible reflections offered by the course as the teaching of mathematics and recordings of three classes of four teachers of Mathematics. The data indicate that the course contributed to the practice of these teachers regarding the methodology of teaching mathematics, using concrete materials and games; and understanding of the content. In relation to work with problem solving, it was something with little presence in their speech. During the monitoring of lessons was observed that the problem situations are used for the application of previously learned algorithms. Although the course emphasize on teaching mathematical content through problem solving, having a specific time for discussions on this topic, teachers work with problems after the explanation of content, then characterizing it as exercise.RESUMOA presente pesquisa teve como objetivo investigar a prática de ensino da Matemática por meio da resolução de problemas após a realização do curso do programa de formação continuada do Pró-Letramento. Participaram 458 cursistas do programa que são professores dos anos iniciais do Ensino Fundamental de municípios do estado de São Paulo/Brasil. Os instrumentos utilizados foram um questionário sobre as possíveis reflexões propiciadas pelo curso quanto ao ensino da Matemática e gravações de três aulas de Matemática de 4 professores. Os dados apontam que o curso contribuiu com a prática desses professores quanto à metodologia de ensino da Matemática, utilizando materiais concretos e jogos; e à compreensão dos conteúdos. Já o trabalho com a resolução de problemas foi algo pouco presente em suas falas. Durante o acompanhamento das aulas foi possível observar que as situações problema são utilizadas para a aplicação de algoritmos anteriormente aprendidos. Apesar de o curso salientar sobre o ensino de conteúdos matemáticos através da resolução de problemas, tendo um momento específico para discussões sobre essa temática, os professores trabalham com problemas após a explicação de um conteúdo, caracterizando-o, então, como exercícios. Contato principal: giovanapsander@gmail.com
Evaluación de la ingeniería mecatrónica en función del perfil de egreso por áreas del conocimiento / Assessment of Mechatronics Engineering Function the Graduate Profile by Areas of Knowledge
Authors: Peña Almaguer Odilia B. , Villarreal Cárdenas Sergio 
Published: April 2020

ABSTRACTThe graduate profile of Mechatronics Engineering students at the Instituto Tecnologico de Estudios Superiores de la Region Carbonifera (ITESRC) in Agujita, Coahuila, Mexico marks a clear objective: seeks to train professionals in the creative Mechatronics Engineering. When they graduate, must have analytical and critical capabilities that enable them to design, project, build, innovate and manage computers and mechatronic systems, in the social and productive sector. Also they must be able to integrate, operate and maintain equipment, always with an ethical commitment to quality and a framework of sustainable development. [1] All mentioned requirements, were placed on paper when the career began. Meanwhile, companies are hiring graduates of the specialty, with a desirable professional profile requesting the number of previous skills and some added values, according to their operational needs. This paper sets out explicitly the extent to which it meets the demands of the labor sector, effecting a qualitative research, supported by the focus group techniques and cross-sectional study. The impact of the study is to carry out the necessary adjustments on the graduate profile of Mechatronic Engineer, to achieve a comprehensive training consistent with society needs. What is not measured, it’s not controlled, and the ITESRC wants to keep all in control to give a good education service and the best students for society.RESUMENEl perfil de egreso del alumnado de la carrera de Ingeniería en Mecatrónica del Instituto Tecnológico de Estu-dios Superiores de la Región Carbonífera (ITESRC), ubicado en Agujita, Coahuila, México, marca un objetivo claro: busca formar profesionistas en la Ingeniería Mecatrónica con capacidad analítica, crítica y creativa que les permita diseñar, proyectar, construir, innovar y administrar equipos y sistemas mecatrónicos en el sector social y productivo; así como integrarlos, operarlos y mantenerlos, con un compromiso ético y de calidad en un marco de desarrollo sustentable. (ITESRC, 2013) Por otra parte, las empresas que reciben a los egresados de la especialidad, señalan como perfil profesional deseable la serie de competencias señaladas anteriormente y otros valores agregados, de acuerdo a sus necesidades de operación. En este trabajo se analiza de manera explícita hasta qué punto se cumple con las demandas del sector laboral, efectuando una investigación cualitativa, respaldada por las técnicas focus group y estudio transversal. El propósito del estudio, es la realización de los ajustes precisos al perfil de egreso del ingeniero en Mecatrónica, para lograr una formación integral congruente con las necesidades de la sociedad. Contacto principal: odilia.berenice@hotmail.es
Uma abordagem investigativa para o experimento do plano inclinado / An Investigative Approach to the Experiment of the Inclined Plane
Authors: Ueno Guimarães Michele Hidemi , Dos Santos Simões Bruno 
Published: April 2020

ABSTRACTThis paper aims to discuss the different approaches that can be adopted by students related to the experiment of the inclined plane. In this work we present two proposal: A traditional approach, with a step by step script, where the students assume a passive posture, and the other approach, which seeks to incite an investigative learning, and where the students take an active posture to the experiment and to the script, which could be understood as a process of education through research. Demo (1998) comments that in this process, the students develop more autonomy, criticality and creativity in their own study/work, making their own interpretations, hypothesis formulation, among other things. Zômpero and Laburú (2012) argue that this kind of activity encourages students to become more autonomous, critical and creative. An investigative activity aims to create an investigative environment in science classes so that the teacher can teach (lead / broker) the students in the process (simplified) of scientific work. What is expected is that students would develop autonomy in the analysis of their results and would be more critical before them. Thus, they would have more active attitude towards new knowledge, or in the interpretation of it, handle it or if necessary, reframing the heuristic adopted.RESUMOEste trabalho tem por objetivo discutir as diferentes posturas, que podem ser adotadas por estudantes frente ao expe-rimento do plano inclinado. Apresentamos duas propostas: em uma delas, um roteiro tradicional, com passo a passo, em que o estudante assume uma postura passiva frente ao roteiro; e outra, que busca incitar a uma aprendizagem investigativa, mediante a qual o aluno assume uma postura ativa frente ao experimento e ao roteiro, o que poderia ser entendido como um processo de educar pela pesquisa. Demo (1998) comenta que, nesse processo, o estudante desenvolve autonomia, criticidade sobre seu estudo/trabalho, faz interpretações próprias, formula hipóteses, entre outros fatores. Zômpero e Laburú (2012) argumentam que esse tipo de atividade favorece aos estudantes a se tornarem mais autônomos, críticos e criativos. Uma atividade investigativa tem como objetivo criar um ambiente investigativo nas aulas de Ciências, de maneira que o professor possa ensinar (condu-zir/mediar) os alunos no processo (simplificado) do trabalho científico. O que se espera é que os educandos desenvolvam auto-nomia na análise dos resultados obtidos e que sejam críticos acerca deles, tendo assim uma atitude ativa frente ao novo conhe-cimento, seja para interpretá-lo, manipulá-lo ou se necessário, ressignificar a heurística adotada. Contato principal: micheleueno@usp.br
Percepção da ciência entre professores do ensino médio: comparação do consumo de informação científica entre docentes, estudantes e população de São Paulo / Perception of Science among High School Teachers: Comparison of Scientific Information Consumption among Teachers, Students and the Population of São Paulo
Authors: Azevedo Coelho Marcia , Morales Ana Paula , Vogt Carlos 
Published: April 2020

ABSTRACTResearch on Public Understanding of Science (PUS) has been established in Ibero America in recent years, strengthening the research area and developing a regional methodological standard (VOGT & POLINO, 2003). Between 2013 and 2016, we conducted the study Perception of School Teachers of the State of São Paulo on issues related to science and technology (S&T), that through the Scientific Information Consumption Indicator (Icic), allowed to relate teachers´ practices on S&T information with issues related to attitudes, interest, valuation and appropriation of scientific themes, as well as the pedagogical practice in the classroom. This article aims to promote reflection on teachers´ scientific information consumption in relation to other key players in the process of circulation of knowledge, such as young students and citizens in general, in order to ascertain whether a teacher training influences the level of information consumption on S&T and differentiates this professional from other social actors, concerning the perception of matters related to S&T and its influence on and for society.RESUMOAs pesquisas de percepção pública da ciência (PPC) têm se consolidado na Ibero-América nos últimos anos, fortalecendo a linha de pesquisa e desenvolvendo um padrão metodológico regional (VOGT & POLINO, 2003). Estudos nesse sentido têm sido realizados em diversos países, com diferentes públicos. Entre 2013 e 2016, foi realizada a pesquisa de Percepção de Professores de Ensino Médio do Estado de São Paulo sobre temas relacionados a ciência e tecnologia (C&T) que, por meio do Indicador de Consumo de Informação científica (Icic), permitiu relacionar as práticas informacionais de docentes sobre temas de C&T com questões relativas a atitudes, interesse, valoração e apropriação de temas científicos, bem como com a prática pedagógica em sala de aula. Este artigo objetiva promover a reflexão acerca do consumo de informação científica do professor em relação a outros atores importantes no processo de circulação do conhecimento, como jovens estudantes e cidadãos em geral, a fim de averiguar se a formação docente influencia no nível de consumo de informação sobre C&T e se diferencia esse profissional de outros atores sociais, no que concerne à percepção de assuntos relacionados a C&T e sua influência na e para a sociedade. Contato principal: mazevedocoelho@gmail.com
Recordar el pasado… insumo para reflexionar sobre cómo enseñar ciencias naturales / Beyond the Past... a Pause to Thought How to Teach Natural Sciences
Authors: Jimenez Narvaez Maria Mercedes 
Published: April 2020

ABSTRACTOn the research area of Sciences Teacher Training one main aspect of reflection is the question of how teachers learn to teach. From the study of Lortie (1975) until the current decade, it is reiterated that one of the main influences on learning to teach the own experience that students -future teachers- lived during its school days. Then, as part of a course of initial teacher training, it was implemented an activity called how I was taught and how I learned natural sciences? The written answers are socialized and analyzed with the group. This exercise has been adopted in each semester course Teaching of Science II (2013 - 2014), and results are currently being systematized by the author. The emerged categories are repeatedly related to: the curriculum (aims, contents and grades); the teaching methodologies (strategies and activities that they lived); the evaluation forms; their motivations and frustrations as students; and relationships with teachers in one way or another feel they marked their own experience. The challenge ... mobilize students' acting to plan their future as independent professionals, critics who regulate their own learning to teach.RESUMENEn la línea sobre formación de docentes de ciencias uno de los aspectos que genera inquietud, es la pregunta de cómo aprenden a enseñar los profesores. Desde el estudio de Lortie (1975), hasta la década actual, se reitera que una de las influencias en el aprender a enseñar esta dada por las experiencias que los estudiantes –futuros maestros– vivieron en su época escolar. Entonces, en el marco de un curso de formación inicial de profesores, se implementa al inicio del mismo, una actividad llamada ¿cómo me enseñaron y cómo aprendí ciencias naturales?, a través de la cual los estudiantes realizan escritos, que posteriormente son socializados y analizados en el grupo. Este ejercicio ha sido adoptado en cada semestre del curso de Didáctica de las Ciencias II (2013 – 2014), y sus resultados están siendo sistematizados actualmente por la profesora que lo orienta. Las categorías que emergen reiteradamente están relacionadas con el currículo (propósitos, contenidos y grados escolares); metodologías de enseñanza (estrategias y actividades que vivieron); formas de evaluación; sus motivaciones o frustraciones como estudiantes; y las relaciones con los profesores que de una u otra forma sienten que marcaron su propia experiencia. El reto… movilizar su actuar para proyectar su futuro como profesionales autónomos, críticos que regulan su propio aprender a enseñar. Contacto principal: maria.jimenez@udea.edu.co
Interés y motivación de los alumnos hacia las matemáticas: autopercepción de los más capaces / Interest and Motivation of the Students Toward the Mathematics: Self-Perception of the Most Capable
Authors: García Perales Ramón 
Published: April 2020

ABSTRACTFrom the beginning of the education the students use elementary procedures to look for solution to problematic situations that indicate us how they go structuring their mathematical thought. Among the objectives of the learning of the Mathematics is to achieve the student to develop a flexible, agile and applicable knowledge that you can reinvent in a continuous way adapting it to new situations. Regrettably this objective is not easy to reach and frequently the students complain about the failures in the mathematical education, mainly for the rejection that usually inspires sometimes this discipline, deriving in a negative attitude toward its learning. In this article we center ourselves in these attitudes that the students show toward the Mathematics. For their analysis we will use the obtained results of the process of construction of the Battery of Evaluation of the Mathematical Competition (BECOMA), an evaluation instrument that measures the mathematical competition of the students of 5º of Primary Education, centering us in the variable interest and motivation toward the area of Mathematics according to the own student analyzed along the process of validation of the battery. In the last part of this article we center ourselves in the results in this variable of the most capable students for the mathematical one.RESUMENDesde el inicio de la escolaridad los alumnos utilizan procedimientos elementales para buscar solución a situaciones problemáticas que nos indican cómo van estructurando su pensamiento matemático. Entre los objetivos del aprendizaje de las Matemáticas está lograr que el alumno desarrolle un conocimiento flexible, ágil y aplicable que se pueda reinventar de forma continua adaptándolo a situaciones nuevas. Lamentablemente este objetivo no es fácil de alcanzar y con frecuencia los alumnos se quejan sobre los fracasos en la educación matemática, sobre todo por el rechazo que a veces suele inspirar esta disciplina, derivando en una actitud negativa hacia su aprendizaje. En este artículo nos centramos en estas actitudes que muestran los alumnos hacia las Matemáticas. Para su análisis utilizaremos los resultados obtenidos del proceso de construcción de la “Batería de Evaluación de la Competencia Matemática (BECOMA)”, un instrumento de evaluación que mide la competencia matemática de los alumnos de 5º de Educación Primaria, centrándonos en la variable interés y motivación hacia el área de Matemáticas según el propio alumno analizada a lo largo del proceso de validación de la batería. En la última parte de este artículo nos centramos en los resultados en esta variable de los alumnos más capaces para la matemática. Contacto principal: ramongarciaperales@hotmail.com
Conocimiento de los jóvenes sobre los descubrimientos científicos y el papel de la mujer en los avances científicos / Knowledge of Young People about Scientific Discoveries and the Role of Women in Scientific Advances
Authors: Caballero Caballero Isabel 
Published: April 2020

ABSTRACTFrom ancient times and throughout the historical development, women have made important contributions to the scientific and technological development of mankind. However due to the androcentric culture that has prevailed, they have been made invisible because they are considered inferior to man from the intellectual point of view. The aim of this paper is to analyze the knowledge that the students of the Primary Education Degree have on the scientists and their discoveries. The results show that the students' knowledge about the scientists is quite limited. In addition, with regard to the role of women in science, it has been proven that the lack of understanding is still superior.RESUMENDesde la antigüedad y a lo largo de todo el devenir histórico, las mujeres han realizado importantes aportaciones al desarrollo científico-tecnológico de la humanidad. Sin embargo, debido a la cultura androcéntrica que ha prevalecido, se les ha invisibilizado por considerársele que son inferiores al hombre desde el punto de vista intelectual. El objetivo de este artículo es analizar el conocimiento que tienen los alumnos del Grado de Educación Primaria sobre los científicos y sus descubrimientos. Los resultados obtenidos muestran que el conocimiento que poseen los alumnos sobre los científicos es bastante limitado. Además, en lo que respecta al papel de la mujer en la ciencia, se ha comprobado que el desconocimiento es todavía superior. Contacto principal: isabelcaballero@dce.uva.es
El Conceptos de Reacción Química: una experiencia significativa en estudiantes universitarios / The Concept of Chemical Reaction: a Significant Experience in University Students
Authors: Fontalvo Asprilla Fernando , Alzate Cano María Victoria 
Published: April 2020

ABSTRACTThis paper investigates how four students of First Level University of a Chemistry Program, learn a set of concepts and situations interrelated with Chemical Reaction. From the Ausubelian Educational Psychology, the previous concepts are investigated, and later, their modification when they interact with tasks and experimental chemical reactions. The students' answers are analyzed and classified into three categories: Argumentative, Language and Procedural. Initially assume the concept of chemical reaction as a mixture and union of substances, and do not represent with chemical equations. They advance to differentiate mixture and chemical reaction, represent it and conceptualize it as a combination of substances. RESUMENEste trabajo indaga cómo cuatro estudiantes de Primer Nivel universitario de un Programa de Química, aprenden un conjunto de conceptos y de situaciones interrelacionadas con Reacción Química. Desde la Psicología Educativa Ausubeliana se indaga los conceptos previos, y posteriormente, su modificación cuando interaccionan con diversas tareas, pruebas, mapas conceptuales y reacciones químicas de modo experimental. Las respuestas de los estudiantes se analizan de modo cualitativo y clasifican en tres categorías, estructuradas en tres subcategorías: Argumentativa (Básica, Literal y Conceptual), Lenguaje (Cotidiano, Científico y Propositiva) y Procedimental (Bajo, Intermedio y Alto). Inicialmente asumen el concepto de reacción química como mezcla y unión de sustancias, y no representan con ecuaciones químicas. Avanzan a diferenciar mezcla y reacción química, la representan con ecuación química y la conceptualizan como combinación de sustancias. Además, aprenden a identificar y representar con ecuaciones iónicas y moleculares tres reacciones químicas: neutralización, precipitación y óxido-reducción.
Estudio de trasmisión de valores éticos / Study of Ethical Values Transmission
Authors: Muller Ferres Pablo , Vera Gajardo Nathaly 
Published: April 2020

ABSTRACTThis study focuses on the transmission of moral and ethical to higher education students at classroom. This is seen as essential not only deliver specific knowledge regarding a particular discipline, but will assist in the formation of future professionals, as these will be the leaders of tomorrow. It focuses on the particular case of the Faculty of Engineering of the Catholic University of Temuco, the method of participant observation with hidden client was used to obtain the information without altering the behavior of the subject. It will be seen that the data obtained is a complex situation, as they have not generated the necessary space to establish an interaction that allows a better job in this area. The findings with the results and an assessment of fieldwork and its limitations are presented a proposal to generate a better job in the field in question and thus develop a better overall education of students is analyzed.RESUMENEl presente estudio se enfoca en la transmisión de valores morales y éticos a los alumnos de educación superior en el aula. Esto ya que se considera fundamental no solo entregar conocimientos específicos referentes a una disciplina en particular, si no que colaborar en la formación integral de los futuros profesionales, ya que estos serán los líderes del mañana. Se enfoca en el caso particular de la Facultad de Ingeniería de la Universidad Católica de Temuco, se utilizó el método de observación participante con cliente oculto para poder obtener la información sin alterar la conducta del investi-gado. Se verá que los datos obtenidos constituyen una realidad compleja en el área, ya que no se han generado los espacios necesarios para poder establecer una interacción que permita un mejor trabajo en ésta área. Se presentan las conclusiones con los resultados obtenidos y una valoración del trabajo de campo y sus limitaciones, se analiza una propuesta para poder generar un mejor trabajo en el campo en cuestión y de esta forma desarrollar una mejor formación general de los alumnos. Contacto principal: pmuller@uct.cl