bluuebunny/crossref_metadata_2025_split huggingface dataset:
CLASSES DE SOLOS E O LÚDICO:
Authors: Martins Ilziane Carmem , Campos Regiane Vieira , Mucida Danielle Piuzana 
Published: January 2021

O conhecimento acerca dos solos contribui para o manejo e conservação mais eficientes, mas a temática ainda enfrenta dificuldades quanto ao ensino-aprendizagem na Educação Básica. Atividades práticas, quando planejadas, podem minimizar e potencializar o desenvolvimento das habilidades do conteúdo. O objetivo deste trabalho foi apresentar a elaboração e a aplicação do jogo pedagógico “Classes de Solos” em uma turma de primeiro ano do Ensino Médio da Escola Estadual Darcília Godoy. A metodologia de confecção do jogo alinhou-se às habilidades propostas pelo PCN, CBC de Geografia-MG e no “Sistema de Classificação dos Solos Brasileiros”. A prática foi adaptada à realidade dos discentes, que residem em maior parte na área rural. A implementação do jogo ocorreu sob a supervisão e participação da docente de Geografia, com base nos pressupostos da metodologia ativa. Para análise da eficiência e percepção dos alunos sobre a prática, aplicou-se questionário semiestruturado, cujas respostas indicaram que a atividade foi satisfatória. De acordo com os resultados nas avaliações e no desempenho das atividades, o jogo de cartas “Classes de Solos” como prática pedagógica foi uma ferramenta eficiente para a aprendizagem do conteúdo escolar sobre os solos.
PALAVRAS-CHAVE
Escola do campo, Metodologias ativas, Prática lúdica, SiBICS, Solos.

LAS CLASES DE SUELOS Y EL LUDIC:el juego de catas como práctica pedagógica para el aprendizaje
RESUMEN
El conocimiento sobre suelos contribuye a una gestión y conservación más eficientes, pero el tema aún enfrenta dificultades en la enseñanza y el aprendizaje en Educación Básica. Las actividades prácticas, cuando se planifican, pueden minimizar y mejorar el desarrollo de habilidades de contenido. El objetivo de este trabajo fue presentar la elaboración y aplicación del juego pedagógico "Clases de suelos" en una clase de primer año de la Escuela Secundaria Estatal Darcília Godoy. La metodología para la elaboración del juego estuvo en línea con las habilidades propuestas por el PCN, CBC de Geografía-MG y el “Sistema Brasileño de Clasificación de Suelos”. La práctica se adaptó a la realidad de los estudiantes, quienes viven mayoritariamente en el área rural. El juego se implementó bajo la supervisión y participación del profesor de Geografía, con base en los supuestos de la metodología activa. Para analizar la eficiencia y percepción de los estudiantes sobre la práctica, se aplicó un cuestionario semiestructurado, cuyas respuestas indicaron que la actividad fue satisfactoria. De acuerdo con los resultados de las evaluaciones y realización de actividades, el juego de cartas “Clases de suelos” como práctica pedagógica resultó una herramienta eficaz para el aprendizaje del contenido escolar del suelo.
PALABRAS CLAVE
Escuela de campo, Metodologías activas, Práctica lúdica, SiBICS, Suelos.
ESTUDO DAS NECESSIDADES FORMATIVAS EM GEOGRAFIA PARA PROFESSORES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
Authors: Oliveira lemes Robson de , Sanches Lopes Claudivan 
Published: January 2021

O presente artigo centra-se no estudo das “necessidades formativas” em Geografia dos professores que atuam nos Anos Iniciais do Ensino Fundamental. Verificamos que são diversos os trabalhos que tratam criticamente das lacunas entre os conteúdos previstos nos programas de Geografia para os Anos Iniciais e a forma com que são trabalhados na prática escolar. Nosso objetivo neste artigo é destacar a importância da análise das necessidades formativas como possibilidade de melhor planejar intervenções na formação do professor pedagogo considerando a perspectiva desses profissionais. Metodologicamente, o artigo fundamenta-se no exame da literatura na área e em pesquisa de campo na qual participaram, por meio de questionários, entrevistas e observações de práticas pedagógicas, professoras que atuam nesse nível de ensino na rede municipal e privada dos municípios de Maringá e Sarandi, no Estado do Paraná. Descrevemos os resultados em quatro categorias e subcategorias de análise que sintetizam as necessidades formativas identificadas na pesquisa, ou seja, os imperativos subjacentes ao esforço docente de organizar suas ações em sala de aula visando conduzir os alunos a uma educação geográfica.
PALAVRAS-CHAVE
Formação de Professores, Anos Iniciais, Necessidades formativas, Relação conteúdo/forma.

STUDY OF TRAINING NEEDS IN GEOGRAPHY FOR TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL
ABSTRACT
This article focuses on the study of the "formative needs" in Geography of teachers working in the Early Years of Elementary School. We note that there are several works that critically address the gaps between the contents of the Geography programs for the Early Years and the way they are worked in school practice. Our objective in this article is to highlight the importance of the analysis of the formative needs as a possibility of better planning interventions in the formation of the pedagogical teacher considering the perspective of these professionals. Methodologically, the article is based on the examination of literature in the area and on field research in which female teachers who work at this level of education in the municipal and private network in the municipalities of Maringá and Sarandi, in the state of Paraná, participated by means of questionnaires, interviews, and observations of pedagogical practices. We describe the results in four categories and subcategories of analysis that synthesize the formative needs identified in the research, i.e., the imperatives underlying the teaching effort to organize their actions in the classroom to lead students to a geographical education.
KEYWORDS
Teacher formation, Elementary school, Formative needs, Content /form ratio.
CONCURSO DE DESENHOS:
Authors: Conceição André Luiz 
Published: January 2021

Esse texto é resultado de projeto escolar desenvolvido por meio de um concurso de desenhos de cartografia para crianças e adolescentes em um sistema de ensino filantrópico com escolas nas cidades de Jundiaí e de São Paulo, tendo como um dos principais objetivos o fortalecimento da cartografia escolar. Realizado ao longo do ano letivo de 2019, o projeto foi inspirado no Concurso Cartografia para Crianças – CCC, realizado nacionalmente pela Sociedade Brasileira de Cartografia – SBC, cuja edição daquele ano abordou o tema “Mapeando o Futuro”. No total, pouco mais de 1300 desenhos foram feitos pelos educandos, resultando em uma multiplicidade de visões de futuro. Cada desenho trouxe uma mensagem, seja ela de esperança para um futuro melhor ou de certa preocupação com o futuro do planeta e da humanidade. Outro importante resultado dessa prática de ensino foi a publicação de um livro que reuniu os cem melhores desenhos, intercalados com pequenos relatos de alunos, docentes e orientadoras pedagógicas que participaram de todo o processo. Conclui-se que todo o projeto contribuiu para a formação de cidadãos mais capacitados para a leitura e a interpretação de representações cartográficas, o que auxilia na localização e no deslocamento espacial. Complementa-se a isso, o desenho como uma das principais estratégias para a alfabetização cartográfica de crianças e adolescentes.
PALAVRAS-CHAVE

Cartografia, Desenho, Ensino de Geografia.

DRAWING CONTEST:strategy to strengthen school cartography in geography teaching
ABSTRACT
This text is the result of a school project developed through a contest of cartography drawings for children and teenagers in a philanthropic education system with schools in Jundiaí and São Paulo, one of the main goals of this project is to strengthen school cartography. Offered throughout the 2019 academic year, the project was inspired by the Cartography for Children Contest - CCC, offered nationally by the Brazilian Cartography Society - SBC, whose edition of that year addressed the theme “Mapping the Future”. In total just over 1,300 drawings were done and handed by students, the result was the multiplicity of visions about the future. Being simpler or more elaborate, each drawing brought a message about hope for a better future or about showing a certain concern related to the future of the planet and humanity. Another important result of this teaching practice was the publication of a book that brought together the 100 best drawings, interspersed with short reports from students, teachers and pedagogical advisors who participated in the entire process. Therefore the whole project contributes to the formation of citizens more capable of reading and interpreting cartographic representations, which helps in the location and spatial locomotion. In addition, the drawing can be one of the main strategies for cartographic literacy of children and teenagers.
KEYWORDS
Cartography, Drawing, Geography teaching.
ESTUDO DAS ÁGUAS NA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA EM FACE DA BASE NACIONAL COMUM CURRICULAR NO BRASIL
Authors: Catarina Nobre de Souza Anny , Tacyana Felix Carvalho Andreza 
Published: January 2021

A água, enquanto elemento e bem natural, possui papel relevante como agente do espaço geográfico. Neste sentido, considerando os objetivos da Geografia na educação escolar, julga-se que a compreensão e análise de questões socioambientais que envolvem a água são fundamentais para construção do raciocínio geográfico. Perante esse contexto, este artigo versa sobre o estudo das águas na Base Nacional Comum Curricular (BNCC), diante o campo de investigação da ciência geográfica, tendo por objetivo analisar a abordagem dada ao tema da água na BNCC em Geografia – anos finais do Ensino Fundamental e Ensino Médio – e as possíveis repercussões à formação inicial de professores de Geografia no Brasil. Por meio de revisão de literatura e análise documental verificou-se o enfoque interdisciplinar da BNCC a partir dos objetos do conhecimento, direcionando de forma efêmera a perspectiva hidrogeográfica no componente escolar de Geografia. Diante dessa premissa, entende-se que os cursos de licenciatura em Geografia precisam adaptar de forma inter e transdisciplinar, os conteúdos relativos ao estudo das águas, a fim de potencializar a compreensão geográfica do profissional em formação para aplicação na educação básica.
PALAVRAS-CHAVE
Educação geográfica, Hidrografia, Formação docente, Interdisciplinar.

THE STUDY OF WATERS IN THE TRAINING OF GEOGRAPHY TEACHERS BEFORE THE COMMON NATIONAL CURRICULAR BASE IN BRAZIL
ABSTRACT
Water as an element and a natural resource has a relevant role as an agent of geographic space. Thus, considering the objectives of Geography in school education, it is believed that the understanding and analysis of socio-environmental issues that involve water are fundamental for the construction of geographic reasoning. Before this context, this paper deals with the study of water in the National Common Curricular Base (BNCC), in the field of geographic science research, aiming to analyze the approach given to the theme of water in BNCC in Geography - final years of Teaching Elementary and High School - and the possible repercussions for the formation of Geography teachers in Brazil. Through literature review and documentary analysis, the interdisciplinary approach of BNCC was verified from the objects of knowledge, directing the hydrogeographic perspective in the school discipline of Geography in an ephemeral way. From this premise, it is understood that undergraduate courses in Geography need to adapt in an interdisciplinary and transdisciplinary way, the contents related to the study of waters, in order to enhance the geographical understanding of the professional in training for application in basic education.
KEYWORDS
Geographic education, Hydrography, Teacher training, Interdisciplinary.
POLİTİKA YAPIM SÜREÇLERİNDE BİLİM İNSANLARININ ROLLERİ: COVID-19 İLE MÜCADELE KAPSAMINDA OLUŞTURULAN BİLİM KURULU ÖRNEĞİ
Authors: DARICI Mehmet 
Published: January 2021

Bilimsel bilgi insanlığın birçok alanda ve konuda gelişim göstermesine olanak sağlamıştır. Bu doğrultuda bilim, insanlığın içinde bulunduğu evren hakkında daha fazla bilgi sahibi olmasına ve evrende herhangi bir alanda var olan bilinmezliğin azaltılmasına zemin hazırlamaktadır. Bilimsel bilgi politika yapımı ve karar alma süreçlerinde de kullanılmaktadır. Bilim insanları politika yapımı ve karar alma süreçlerinde politikacılara uzman sıfatıyla bilimsel bilgiler sunmaktadırlar. Diğer bir ifade ile politikacılar, politikalarını oluşturma sürecinde bilim insanlarını otorite kaynağı olarak gördükleri için faydalanmaktadırlar.
Çalışmada, Covid-19 salgını ve bu salgın ile mücadele etmek amacıyla Türkiye’de oluşturulan bilim kurulu ele alınmıştır. Bu doğrultuda bilim kurulunun salgın politikaları oluşturulma sürecinde üstlendikleri rol Pielke’nin geliştirdiği analitik çerçeve doğrultusunda belirlenmeye çalışılmıştır. Çalışma neticesinde, bilim kurulu ve üyelerinin Science Arbiter (bilim arabulucusu) ve Pure Scientist (salt bilim insanı) rollerine tekabül etmediği ve kendilerini Honest Broker (Dürüst Aracı) olarak görebilecekleri ancak siyasetin içerisinde yer aldıkları için bu süreçte Issue Advocate (Savunucu, Yandaş) rolüne dönüşebilecekleri sonucuna varılmıştır.
Consultoria Secretarial
Authors: Antunes Chussy Karlla Souza , Correia Andrea Cristina de Lima , Cunha Mary Jane , Nascimento Renato Silva do 
Published: January 2021

Esta pesquisa analisou a percepção dos alunos e egressos de cursos de secretariado sobre a atuação do secretário como consultor em sua área. Teve abordagem qualiquantitativa; objetivos exploratórios/descritivos; em seu corpus teórico adotou Nonato Jr. (2009); Sabino e Rocha (2004) para a temática atuação profissional e Antunes ((2013a;2013b; 2016), Block (2013) e Oliveira (2009) na temática consultoria; e para levantar os dados utilizou-se da aplicação de questionários. Ao final obteve como resultado a existência de uma visão distorcida, tanto por parte dos alunos como dos egressos, sobre o entendimento de consultoria secretarial. Confundem a consultoria empresarial com a secretarial, pois não tem claro o objeto de ação da consultoria secretarial e priorizam conhecimentos de outras áreas em detrimento dos específicos da formação secretarial, essenciais para uma consultoria específica – a secretarial.
Physical versus economic water footprints in crop production: a spatial and temporal analysis for China
Authors: Yang Xi , Zhuo La , Xie Pengxuan , Huang Hongrong , Feng Bianbian , Wu Pute 
Published: January 2021

Abstract. A core goal of sustainable agricultural water resources management is to implement a lower water footprint (WF), i.e. higher water productivity,
and to maximize economic benefits in crop production. However, previous studies mostly focused on crop water productivity from a single physical
perspective. Little attention is paid to synergies and trade-offs between water consumption and economic value creation of crop production.
Distinguishing between blue and green water composition, grain and cash crops, and irrigation and rainfed production modes in China, this study
calculates the production-based WF (PWF) and derives the economic value-based WF (EWF) of 14 major crops in 31 provinces for each year over
2001–2016. The synergy evaluation index (SI) of PWF and EWF is proposed to reveal the synergies and trade-offs of crop water productivity and its
economic value from the WF perspective. Results show that both the PWF and EWF of most considered crops in China decreased with the increase in crop
yield and prices. The high (low) values of both the PWF and EWF of grain crops tended to cluster obviously in space and there existed a huge difference
between blue and green water in economic value creation. Moreover, the SI revealed a serious incongruity between PWFs and EWFs both in grain and
cash crops. Negative SI values occurred mostly in north-west China for grain crops, and overall more often and with lower values for cash crops.
Unreasonable regional planting structure and crop prices resulted in this incongruity, suggesting the need to promote regional coordinated
development to adjust the planting structure according to local conditions and to regulate crop prices rationally.
Kinematic synthesis method and eccentricity effects of a Stephenson mechanism
Authors: Tuleshov Amandyk , Halicioglu Recep , Shadymanova Azhar , Kuatova Moldir 
Published: January 2021

Abstract. When implementing the technological process on crank presses, it is
necessary to provide a predetermined working cycle of the slider motion:
fast lifting, dwell, and slow lowering. The cycle cannot be realized without
controlling the motor. In addition, using controllable motors increases the
manufacturing cost. Due to the geometric and kinematic capabilities of the
mechanism, changing the kinematics of the working link is the best choice.
Thanks to the use of the Stephenson II mechanism, the slider skew is
eliminated due to the parallel connecting rods and the increased area of
slider contact. This study presents a numerical method for kinematic
synthesis of the Stephenson mechanism that has kinematic advantages. The
method is based on mean square deviation which is the minimizing of an
objective function. Thanks to the proposed synthesis method, approximate
dwell movement can be performed when the slider is on the bottom dead
center. In this study, values of the crank length and parallel connecting
rods' lengths, angular coordinates of the crank and connecting rods, and the
eccentricity of the guide slider relative to the crank rotation axis were
obtained. It is observed that eccentricity affects the lower forward and
higher backward speed of the slider. The kinematic results of the slider
movement are comparatively presented in this article.
Group Work and Peer Assessment in Optometry Higher Education.
Authors: Zeri Fabrizio , Cervio Riccardo , Mosci Marta , Tavazzi Silvia , Naroo Shehzad 
Published: January 2021

In health-related professions, education has unique challenges. Problem-based learning can be extremely useful and driven by strategies such as group-work (GW) and peer assessment (PA), which are both used as formative and assessment tools. This study aimed to explore experience and perceptions about GW and PA held by educators and students in optometry. In a first survey, 45 Italian educators (43.8 ± 13.0 years old) of optometric clinical modules answered an email questionnaire investigating their attitudes towards GW and PA. In a second survey, 66 3rd-year undergraduates (22.5 ± 2.0 years old) answered a questionnaire investigating the perception and attitudes towards GW and PA at the beginning and at the end of a module of Advanced Optometry structured with a formative/summative GW activity with a final PA. Two-thirds of optometry educators declared they use GW, but not as a summative assessment tool. Only a quarter of the sample answered that they used PA at least once. Educators’ attitudes towards GW were more positive than PA (p < 0.001). About 60% and 80% of the interviewed students stated they have never participated in GW and PA, respectively. Students’ pre-course attitudes towards GW and PA resulted in values close to the middle of the scale with no significant differences and positive correlations between them (p < 0.001). When students’ GW attitudes were compared with educators’ GW attitudes, the latter were more positive. Students’ post-course attitudes towards GW and PA were enhanced. Although GW and PA are considered very good strategies to improve teaching, the results of the present study have demonstrated that the use of these strategies in Italian optometric higher education is limited. However, the study has also demonstrated that Italian optometry educators have positive attitudes towards “social” teaching strategies especially for GW. Furthermore, optometry students showed improved attitudes towards these strategies once exposed to them. Overall, the results of the study open the possibility to integrate “social” teaching strategies to improve the effectiveness of optometry education.
Application, limits, scoring and improvements of Groffman Visual Tracing test
Authors: Facchin Alessio , Giordano Lavinia , Brebbia Giovanni , Maffioletti Silvio 
Published: January 2021

The Groffman Visual Tracing (GVT) test is a psychometric oculomotor test comprising two cards with five contorted and intersected lines, and which is available for the clinical evaluation of ocular movements. The participant starts from the letter at the top, follows the line, and reports the corresponding number at the bottom of each line. The aim of this study is to evaluate two claims made when details of the GVT test were originally reported: whether it is a developmental test, and the feasibility of its application starting from primary school children up to adults. This was achieved by using the GVT test and a simplified version of it. In two consecutive experiments, we tested two groups of children and adults. In the first experiment, 75 children (1st, 3rd, and 5th grade) and 25 adults underwent the GVT test. In the second experiment, 115 children from 1st to 5th grade underwent a simplified version of the test. Total scoring, accuracy and time to complete the test were evaluated. In the first experiment, 24% of children in the 1st and 3rd grades did not follow any lines correctly due to the difficulty of the test. In the second experiment, all participants were able to perform the test with both cards, and the accuracy improved significantly with age (p<0.0001). The time required to follow the lines was found to decrease with age (p<0.0001), and the accuracy improves (p<0.0001) compared with the standard version. The standard version of the GVT test has proven to be too difficult for younger children and a modified version produced improved results. Children at or below the 5th grade should to be tested using the modified version. Older children and adults can be tested with the standard version. Specific norms based on execution times and accuracy should to be established.