cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14306808.v1
title: Assistive Technologies in Physics Teaching to Visually Impaired Students: a Case study based on audio description

description: Abstract This paper presents a case study on the use of audio description as assistive technology incorporated into the physics teaching-learning process with a visually impaired undergraduate student. After the insertion of some types of assistive technologies, we observed that the communication barrier was still present and preventing the student from completely understanding the content, thus resulting in his dependence on peers as well as on the tutor. The objective of this research is to verify how the audio description incorporated into the educational context can contribute to the learning of physics by visually impaired university students. After monitoring each step, qualitative data were collected by applying a semi-structured questionnaire with the student and his tutor. Data analysis showed that the audio description, combined with the tactile material, has provided the student with greater autonomy and remarkable improvement on his academic performance, favoring conditions for the exercise of his full citizenship.
DOI: 10.6084/m9.figshare.14306807.v1
title: Investigative Tasks Related to Financial Education: possible conjectures and resolution strategies

description: Abstract: This article is characterized as qualitative research and aims to analyze the possible conjectures and resolution strategies in two investigative tasks solved by Math graduates from a university in Rio Grande do Sul. The resolution of investigative tasks and the recording of discussions in the classroom were used as data collection tools. The data were subjected to discursive textual analysis, with three categories showing up: (a) Conjectures and solution strategies; (b) Learning manifestations; and, (c) Analysis of the difficulties while performing the task. With this study we conclude that the students involved in the research managed to create, test and validate the conjectures. The reflections, analysis of the difficulties, and discussions with the class were important to refine conjectures and rethink the variables that had not been considered in the activity, which increased the financial education knowledge, strengthening learning and the development of critical and collaborative thinking.
DOI: 10.6084/m9.figshare.14306802.v1
title: The Potential Public of the Museum of Life: an exploratory study in schools in the northern part of the city of Rio de Janeiro

description: Abstract: The present study aimed to investigate the reasons why the municipal public schools, located in nearby quarters, had not yet visited the Museum of Life. To that end, 14 public schools that had never visited the Museum were selected. The research instrument was a semi-structured questionnaire, administered by the researcher to the professionals in the management team, science teachers and pedagogical coordinators. The results indicated that these professionals have the habit of attending museums with their schools and families and that they also dedicate themselves to other cultural practices, like reading and going to the theater. They recognize the importance and value of these activities for themselves and their students. However, other external factors influence the decision-making process. The main difficulties reported by schools in carrying out complementary activities in the out-of-school environment are lack of transportation, limited budget and urban violence.
DOI: 10.6084/m9.figshare.14306800.v1
title: Promoting the Formulation of Good Questions in Secondary Education Biology Classes: a pedagogical proposal based on problem situations

description: Abstract As students continue to take on more autonomy in teaching and learning processes, it is important to discuss strategies for developing their skills in formulating good questions. Indeed, instilling concrete strategies for students to craft good questions is a current challenge in science education research. In this article, we analyze how written discourse activities based on problem situations favor good question formulation among secondary school students. These activities were carried out over four class sessions during the development of a basic science education Program Unit, “Structure and Function of the Plasma Membrane”. Results show that student participation under these research conditions progressively improved the cognitive level of questions formulated as the Program Unit progressed.
DOI: 10.6084/m9.figshare.14306798.v1
title: Conceptions about Interdisciplinarity between Art and Science: a study of the report by a teacher and students in Basic Education

description: Abstract: The present article aims at presenting the conceptions of a science teacher, as well as of a group of 33 students in the 9th grade of Fundamental Education in a public school of São Paulo state, about the interdisciplinarity between Art and Science. In both teaching and research activities, students were required to answer how they see the correlation of Art with other school subjects, more specifically Science. For the collection of data, interviews and semi-structured questionnaires were used, and the material was analyzed according to Bardin's proposal. In the answers provided by the teacher and the students, the need has been detected for interdisciplinary practices to expand and deconstruct mistaken knowledge that they have regarding Art and Science.
DOI: 10.6084/m9.figshare.14306796.v1
title: Umbundo in Science Teaching: Study Involving Students of the 5th Year in Angola

description: Abstract This article addresses issues related to science teaching in Umbundu, one of Angola's main national languages, and focusing on a particular theme, the hydrological cycle. The study was conducted in a rural area of Kuanza-South Province, involving teachers, students and teacher educators. Research has given rise to a number of issues that need to be debated and deepened, notably in the context of the language of science teaching, in the training of teachers themselves, and in the relationship that can be established between science and traditional knowledge in the early years of primary education.
DOI: 10.6084/m9.figshare.14306793.v1
title: The Intentionality of Pedagogical Actions to Deconstruct Gender Stereotypes in Natural Sciences Lessons

description: Abstract The objective of this paper is to identify in guidelines in the literature to promote greater interaction among girls in activities related to natural sciences and to investigate the impact of these practices. Based on theoretical survey, the following categories were elaborated: avoiding sexist examples; presenting feminine references in natural sciences; distributing questions evenly; and distributing talk time evenly. These subsidized the teaching practices and guided the action of the mediators during an extension project at university with Elementary School students. The records of this project, which were analyzed quantitatively and qualitatively, provided data for this research. In these activities, the mediators facilitated the more equitable interaction among children and established references to women scientists in natural sciences for the participants. Our results show that mediator intentionality subsidized actions with a potential to promote the interest and participation of the girls in the subjects related to natural sciences.
DOI: 10.6084/m9.figshare.14306792.v1
title: The Perception of Healthcare and Education Professionals about the use of Information and Communication Technologies to Access Information about Crack

description: Abstract Crack is a devastating drug due to its effects. It is a challenge for healthcare professionals who work in the prevention and treatment of users and for teachers of basic cycles. Access to information is an efficient way to fight drugs and their consequences. This paper aimed to identify the Information and Communication Technologies used by these professionals to help gain knowledge about crack and develop programs for the prevention of consumption and treatment of addicts. Qualitative methodology, intentional sample by criteria, and investigation techniques have been used through semi-structured interviews, analysis triangulation, and key informants. The preferred source of information search by key informants and professionals was the internet, where the sources of information about crack are concentrated. The researched literature does not reflect a broad scope on the specific area, which compromises the training of these professionals and the expansion of possibilities for their performance.
DOI: 10.6084/m9.figshare.14306791.v1
title: The Contextualized Teaching of Intermolecular Interactions based on the Topic of Sweeteners

description: Abstract: Discussions about the necessary changes in textbooks have long been known. However, this change cannot be sudden. Gradually, it is necessary produce new auxiliary material to help this transition process between textbook models. Therefore, we have built a contextualized, thematic didactic unit, which aims to assist the teaching of intermolecular forces based on the process of perception of sweet taste. This article analyzes the results of the application of this unit in an undergraduate class. The results show that students not only learned the chemical concepts but also used the sweet-taste phenomenon to explain the interactions. In addition, students learned features such as the linearity of the hydrogen bond, commonly ignored in textbooks. We conclude that the contextualization was truly fulfilled and functioned as an effective approach in the teaching-learning process.
DOI: 10.6084/m9.figshare.14306790.v1
title: When Initial Training Practices Become Closer Together In and Due to Research into the Work Environment of Future Teachers

description: Abstract This article presents the results of action research carried out with undergraduate students in Chemistry and Biological Sciences at the Instituto Federal Goiano, in which the goal was to analyze how research in teacher education allows for the approximation of future teachers in basic education school. As part of the research procedures, the undergraduates were guided throughout the elaboration and development of research projects addressing themes related to their area of training in basic education schools. The present text has been built from our own narratives as trainers and from the undergraduates' narratives recorded in field journals. The findings indicate the possibility of a tripod articulation involving research, teaching and extension, and the importance of bringing future science teachers closer to their context of professional practice both based on research and through research.
DOI: 10.6084/m9.figshare.14306787.v1
title: Permaculture Teaching in Brazil: the role of Permaculture Design Courses (PDCs) and the contributions of Critical Environmental Education

description: Abstract: Permaculture is a movement that seeks to plan, create and maintain sustainable human settlements and that has been especially promoted by Permaculture Design Courses (PDCs). In this article, following the analysis of a questionnaire, we present the distribution of these courses in Brazil and discuss the teaching of permaculture and its interactions with critical environmental education. Based on the answers provided by PDC educators, we analyze the courses with regard to content, fees, and the profile of educators. We have found 38 groups that offer PDCs and 210 PDC educators in Brazil, and the data have enabled us to analyze the profile of PDC educators regarding gender, race/ethnicity and income (social class). We have also been able to discuss the objectives in the PDCs, and the popularization of permaculture. The analysis indicates that permaculture teaching in Brazil is a field of dispute with heterogeneous and contradictory actions.
DOI: 10.6084/m9.figshare.14306786.v1
title: The Characterization of Metacognitive Regulation in the Resolution of Central Tendency Problems

description: Abstract: Problem solving is an important topic in mathematics because it allows students to apply what they learn to situations of everyday life. This is why this research aims to characterize how metacognitive regulation favors the processes of solving problems of measures of central tendency. The qualitative approach has a descriptive character, and the methodological design is a case study in which six 8th-grade students are analyzed. The results show how planning, monitoring and evaluation allow students to be more organized, identify and correct errors, know why they perform certain actions, and have control over their own learning. In addition, it is shown how the ontological obstacles demonstrated by learners in the resolution of problems are related to their conceptions, which are influenced by the use of everyday language.
DOI: 10.6084/m9.figshare.14130584.v4
title: Data of Anti Hypertensive in COVID-19

description: This dataset contains patients history, physical examination, laboratory data, and chest x-ray imaging, history using antihypertensive drugs in pandemic COVID-19<br>
DOI: 10.6084/m9.figshare.14306784.v1
title: The Analysis of the Learning Objects Used in a Distance-Based, Technical Program in Environmental Studies

description: Abstract: The aim of this article is to analyze the Learning Objects present in the virtual environment of Centro Federal de Educação Tecnológica de Minas Gerais, specifically in the technical program in Environmental Studies offered at distance, in order to verify if these Learning Objects meet the evaluation aspects of didactic material in digital format defined by Sabota and Pereira. This is a qualitative and descriptive research. Regarding the procedure, the case study was chosen. Among the results, it should be noted that many of the resources available in the virtual learning environment are not subject to a process of analysis such as interaction and interactivity, engagement, affectivity and flexibility, which are requirements for establishing good pedagogical practice in Distance Education. Finally, it was demonstrated, in this research, how an Learning Object can be selected and analyzed by teachers in the teaching and learning processes.
DOI: 10.6084/m9.figshare.14306782.v1
title: Scientific Fake News: Perception, Persuasion and Literacy

description: Abstract: The fine line separating fact from fiction is increasingly hidden, creating parallel realities that cloud the view of society. The current essay on saramaguian blindness is reintroduced with the aid of the speed of a simple touch on the screen in social media. In this sense, the present article explores the comprehension of which elements influence the credibility of scientific fake news. The main concepts to elucidate this question are perception and persuasion. The study is qualitative in nature, with the participation of 232 subjects through an online questionnaire. The results show that family income, schooling, and the articulation of persuasive discourse are essential elements for the credibility of fake news.
DOI: 10.6084/m9.figshare.14306781.v1
title: The Discourse of Specific Mathematics for Teaching and the Production of the 'Mathematics-Teacher' Subject

description: Abstract: This theoretical essay aimed to identify subject positions afforded by the discourse of specific mathematics for teaching. The study is anchored in Foucault's work and the existing literature on Mathematical Knowledge for Teaching, the Specialized Knowledge of Mathematics Teachers, and Mathematics for Teaching. We have organized these discourses into two groups, cognitive-representational discourses and socio-discursive discourses, and identified different subject positions afforded by either category. The identified subject positions call for a Mathematics-teacher subject: dialectically, a subject who feeds on theory and refines his or her practice, based on an epistemology of practice; and a subject who establishes himself or herself piece by piece daily, and it is not possible to demarcate practical situations that were not theoretical as well.
DOI: 10.6084/m9.figshare.14306780.v1
title: Investigation of Didactic Sequences for the Teaching of Agroecology

description: Abstract: In this study, two didactic sequences on Agroecology were elaborated, tested and evaluated in the classroom. Those sequences were based on Design Research approach, and the related lesson plans covered science-based texts, the contextualization of the content with the students’ lives, cooperative and peer learning processes and so on. The classes resulted in positive outcomes related to the design principles regarding student motivation and content learning, especially on processes and agroecological production models. However, even though some students had to conduct research to legitimize their opinions, they remained resistant to changes of understanding, especially in relation to the true contributions of the Green Revolution. This suggests that the design principles used should focus more on the reflection and collective interpretation of data in class.
DOI: 10.6084/m9.figshare.14306777.v1
title: Research on the Education of Physics Teachers: the production found in the Digital Library of Theses and Dissertations between 2012-2017

description: Abstract: This study refers to bibliographic research, which aimed to identify the orientation in master's and doctoral studies in the field of physics teacher education available in the Digital Library of Theses and Dissertations within the 2012-2017 period. The corpus of analysis consisted of abstracts, with the search conducted for the keywords physics teaching and teacher education, and the theoretical framework was Bakhtinian discourse analysis. Our results indicate that research on physics teacher education prioritizes investigations on initial education. In the field of continuing education, they represent occasional initiatives. We note that researchers address the teacher-interlocutor with authoritarian and prescriptive speeches, pointing at how the work should be done by the latter. However, partnerships for working on reflections about possibilities to overcome particular challenges remain modest.
DOI: 10.6084/m9.figshare.14306775.v1
title: A Proposal to Implement Formative Assessment in High School

description: Abstract: This proposal was based on a structural model for analyzing formative assessment that is composed of interrelated processes: communication of expectancies and success criteria, elicitation, collection and interpretation of information, provision of feedback, and regulation of learning. To help the teacher in the implementation of formative assessment, specific practices were articulated with those processes, namely the problem-based learning (PBL) methodology and Hofstede's cultural dimensions. For one semester and a half, the performance of 55 students was statistically evaluated. Competences and abilities were assessed in problem situations taken from Exame Nacional do Ensino Médio, and the cultural profile was determined by the Value Survey Model 1994 questionnaire. As a result, there was an improvement in both students' academic performance (p&lt;0.05) and behavioral performance (p&lt;0.05). However, as rating is a requirement in the system, the evaluation was at an intermediate degree between classificatory and formative. Supportive feedback forms included in the school’s pedagogical plan favored the practice of formative assessment.
DOI: 10.6084/m9.figshare.14306774.v1
title: A Process of Modeling the Cell Membrane in Biology Teacher Training at University

description: Abstract: The study is contextualized in a University teacher training program of Biology, in a perspective that proposes that disciplinary training spaces in biology developed by the students should be informed and intervened by models and teaching strategies coming from training spaces in the didactics of natural sciences. Results of a cell membrane modeling process are presented based on the analysis of a scientific fact. Initial models by the students are characterized, as well as the process of intermediate modeling and the structuring of the membrane model, in particular the aspects of fluidity and self-assembly of the molecules that compose it. The analysis of the productions allows us to infer that the initial models made for the proposed situation were becoming more complex and allowed for the theoretical reconstruction of the phenomenon, anchored in the scientific reference model.
DOI: 10.6084/m9.figshare.14306768.v1
title: Evidence of Erroneous Deductions and their Possible Effects on the Initial Learning of the Concept of Cell in Primary School

description: Abstract: In this paper we have obtained some evidence on difficulties in processing information about the cell among primary school students. We identified possible misleading deductions that 5th grade students (10-11 years) could establish when trying, for the first time, to cognitively process information on the subject from school textbooks and teacher discourse, and we designed a questionnaire to find evidence of these deductions. It was possible to detect some evidence of incipient explanatory models. It is important to highlight the emergence of consistent but scientifically incorrect models. Then, the same questionnaire was applied to 6th and 7th grade students (11-13 years), and it was found that some response patterns prevailed and were even reinforced. These models could account for the origin of errors or difficulties in understanding the concept of cell among students of subsequent educational levels.
DOI: 10.6084/m9.figshare.14306766.v1
title: Critical Action in Nutrition in Primary Health Care and its Potentialities in Light of the Conception of Popular Education

description: Abstract: This work seeks to highlight the potential of critical action in nutrition in Primary Health Care in the face of an experience of promoting Food and Nutrition Security in community actions, and in Food and Nutrition Education practices guided by the conception of Popular Education. The study considered participants' perceptions about the experience. Overviews of critical action in nutrition were formulated: (1) it requires engagement and commitment to social reality; (2) it is built in a shared and participative way; (3) its construction takes place amid the conflict and the confrontation of capitalism; and (4) it redirects the traditional approach and repositions nutrition work from the perspective of food and nutrition security. Through popular education, work in primary health care can build food and nutrition education practices guided by dialogue about strategies to position food and nutrition in a manner that is consistent with the understanding of health as quality of life and well-being.
DOI: 10.6084/m9.figshare.14306762.v1
title: The Development of a Formative Practice for Critical Digital Literacy and an Inquiry into its Effects within a Group of Pre-service Chemistry Teachers

description: Abstract: This research deals with the inquiry of a didactic intervention on digital literacy carried out in chemistry teachers’ pre-service education. The academics interacted with pre-selected digital media, before and after the presentation of the theoretical model. The aim was to analyze the effects of the intervention for critical digital literacy, and the research question was: what are the effects of the model and which other aspects emerge from the formative practice for critical digital literacy of the pre-service teachers? The intervention allowed for exchanges, questions, reflections and self-reflections about the media were approached, and the model acted as a support for sharpening the perception of its operational, structural, esthetic and ethical characteristics. It also developed criticality and promoted more complete signification processes. Even though the model helped organize knowledge for digital literacy, increasing interest and guiding more critical analysis, the pre-service teachers considered the theoretical model complex.