cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14306966.v1
title: Gypsum and lime increase soybean and maize yield and decrease drought stress

description: ABSTRACT During the maize and soybean cultivation process, water deficit occurs frequently and can reduce grain yield. Gypsum can be used to mitigate yield losses. This study aimed to evaluate the influence of gypsum application, with and without lime, on soil chemical properties and maize and soybean yield, in a no-till system. The experimental design was completely randomized, with six gypsum doses (0 t ha-1, 0.5 t ha-1, 1 t ha-1, 2 t ha-1, 4 t ha-1 and 8 t ha-1), lime application and four replications, for maize. For soybean, a 6 x 2 factorial scheme, with six gypsum doses (0 t ha-1, 0.5 t ha-1, 1 t ha-1, 2 t ha-1, 4 t ha-1 and 8 t ha-1), with and without lime application, and four replications was used. Soil chemical attributes and maize and soybean grain yield were evaluated. Gypsum increases the Ca2+ levels, redistributes Mg2+ to the 10-20 cm and 20-40 cm depth layers and decreases the Al3+ contents in the 20-40 cm layer. Liming increases pH in the 0-10 cm depth layer and pH is not affected by the gypsum application. Gypsum increases maize and soybean grain yield, with response up to the 2 t ha-1 dose, with increments of 9.3 %, for maize, and 11.4 % and 11.3 %, respectively with and without lime, for soybean.
DOI: 10.15131/shef.data.14287625
title: Data collected by GPS Trackers

description: These files provide the data points (~20k) collected during the project with two types of GPS trackers, i.e., TTGO T-Beam and Adeunis Field Test Device (collection period: 01.01.2019-current).
DOI: 10.15131/shef.data.14287625.v1
title: Data collected by GPS Trackers

description: These files provide the data points (~20k) collected during the project with two types of GPS trackers, i.e., TTGO T-Beam and Adeunis Field Test Device (collection period: 01.01.2019-current).
DOI: 10.6084/m9.figshare.14306868.v1
title: Effects of the use of beach sand on mixed mortar properties: analysis of granulometric variation

description: ABSTRACT Several environmental impacts are due to the high consumption of river sand in the construction industry. This study aims to analyze the influence of the use of beach sand in order to use river sand for mortar productions. From the river sand, two variations were made: the first one had 70% of fine fraction (particles &lt;1.18 mm) and 30% of medium fraction (particles &lt;2.36 mm); and the second, 60% fine fraction and 40% average fraction. Portland cement (CP II-Z-RS) and hydrated lime (CHI type) were used as constant and binder ratio (in weight) of 1:3 (binder/aggregate), with variations of 1:1:6 and 1:2:9 (cement, lime and aggregate). The experimental program consisted of the analysis of the aggregates (by means of the size distribution and the bulk density) and the mortars in the fresh and hardened state. In the fresh state, the relation between the water consumption and the consistency and bulk density was determined. In the hardened state, the capillary coefficient, the rate of mass change and the mechanical strength to compression and traction were determined. The results indicated that the beach and river sand presented similar physical behaviour, although the first one has a more uniform particle size distribution and a greater amount of fines, directly reflecting the performance of the mortars.
DOI: 10.6084/m9.figshare.14306864.v1
title: Shear Strength of a typical soil from Manaus, Brazil, stabilized with ceramic residue additive

description: ABSTRACT The purpose of this study is to determine the geotechnical behavior of a clayey surface soil typical to the Manaus region (Amazonas, Brazil), when mixed with ceramic powder from brick residue produced by potteries located in the county of Iranduba, Amazonas, Brazil, and with residual sand (the reference mixture), commonly used in pavements in the region. The density of soil solids was determined, as well as particle size, consistency limits, compaction parameters and mineralogical identification using of X-ray diffraction. The following blends were made: 90% natural soil + 10% additive, 70% natural soil + 30% additive and 50% natural soil + 50% additive. The blends were evaluated according to their physical properties (Atterberg limits, grain size, and compaction) and mechanical behavior (direct shear test). The results for the compositions indicated that the larger the proportion of ceramic residue and sand, the higher the values of the apparent dry density and the lower the optimum moisture; and, in particular, the addition of ceramic residue had a positive effect on the mechanical results, clearly demonstrated by the increase in the cohesion of the 10% blend. These results validate the potential of the residue for use in road work, in addition to the environmental benefits, either as a disposal alternative of an environmental liability or as a form of minimizing natural resource extraction.
DOI: 10.6084/m9.figshare.14306855.v1
title: The Art and Poetry of Mercedes Resch in the Face of the Historical Threat of the Great Drought

description: Abstract This article aims to investigate about the relationships between art, poetry, land, landscape and territory from the visual pieces of the artist, poet and teacher Mercedes Resch, a resident of Cura Malal, a rural town in the province of Buenos Aires, Argentina, a solid geographical and historical witness to the long process of national modernization that, from the beginning of the 20th century to its current neoliberal present, has exposed the land of that place to a violent patriarchal desertification campaign. The work of Mercedes Resch will allow us to explore, on the contrary, a landscape full of latent life forms that permanently resist the historical threat of the great drought.
DOI: 10.6084/m9.figshare.14306849.v1
title: A More Original Place than the Space: Josely Vianna Baptista and Lucrecia Martel

description: Abstract In Western literary histories, the notion of nature was linked to the issue of belonging. Questions related to the original space unfold in other demands for literary criticism. In gestures that try to enact issues of belonging/not belonging to space, the works of Josely Vianna Baptista and Lucrecia Martel establish “places” to “situate” the relationships between voice and language / nature and writing. Their effects are devoid of purpose and thus they reveal a second nature that depends on a new type of co-registration, which is the result of new ontological relations derived from other uses of the act of naming. The aim of this study is to analyze the ways in which this disposition materializes in the video poem Nothing is out of place by Josely V. Baptista and in the feature film Zama by Lucrecia Martel.
DOI: 10.6084/m9.figshare.14306844.v1
title: Nobody Reads You: An Anonymous Poem by Augusto de Campos

description: Abstract Aiming to remove from ostracism a poem that has not yet been read as a poem by anyone in Brazilian criticism, this essay seeks to provide some reflections around oútis, the opening poem in Augusto de Campos’ book Não. Starting from the only exception of Gonzalo Aguilar, who dedicates two valuable paragraphs to this poem, this paper puts forward the hypothesis that the excessively long date range appearing under the poem’s title leads us to read it as a synthesis of the author’s poetics. In a preliminary study of the relationship between poetry and photography, in dialogue with formulations by Benjamin, Eisenstein and Fenollosa on the cinematographic montage and the ideogram technique, we highlight the complexity involved in this “one-word poem” superimposed on the image of shadows on the grass, whose syntax assumes an intricate network of connections between the visible and the readable, Portuguese and Greek, poetry, visual arts and other poems throughout history, with which it enters in a synchronic constellation.
DOI: 10.6084/m9.figshare.14306842.v1
title: Ginés de Sepúlveda, American Dominance Theology Apostle

description: Abstract The liberation theology developed by Enrique Dussel (1983) is crucial to understand and place the colonial literature in the field of historic development and in contemporaneity. It also contrasts its object of study through the concept of domination theology, which is situated in the second modernity as a synthesis of Descartes, Hegel, and Weber’s The Protestant Ethic and the Spirit of Capitalism (2003). Our analysis will be informed by Capera and Ñanez’s (2017) discussion about the Weberian concept of domination as well as René Girald’s (1998) contribution on the themes of violence and the sacred. The intention is to demonstrate that the origin of this modern imperial (anti)theology was anticipated in the work of Juan Ginés de Sepúlveda, during the XVI century, in pieces such as Gonsalus (1940) y Democrates II, or Concerning the Just Causes of the War Against the Indians (1892).
DOI: 10.6084/m9.figshare.14306834.v1
title: An Exploratory Study on the Attitudes towards Mathematical Knowledge of Early Childhood Education Teachers

description: Abstract: This article aims to present the results of an investigation on the attitudes of early childhood education teachers towards working with mathematical knowledge. In this study, 115 kindergarten teachers participated, who responded to a scale of attitudes towards working with mathematical knowledge in kindergarten. In this group, 55 teachers responded to a questionnaire. The analysis of the data showed that the majority of the teachers who answered the scale of attitudes tend to have more negative attitudes; however, the qualitative analysis of the questionnaires revealed more positive attitudes. In addition, it pointed out that the positive experiences in relation to mathematics had greater influence on the formation of the teachers' attitudes, whereas the negative experiences served as examples of practices to be put aside in their teaching activities.
DOI: 10.6084/m9.figshare.14306831.v1
title: Contextualization in Chemistry Teaching: connections established by a teacher when discussing a High School exam question in the classroom

description: Abstract: In this paper we analyse how a Chemistry teacher established inter-contextual relationships with students of the 3rd grade of High School while discussing a question from Exame Nacional do Ensino Médio (ENEM) - the Brazilian High School Exam. Supported by the construct of inter-contextuality, we present and investigate teacher-student discursive interactions that occurred during a lesson. The teacher’s mobilization of different levels of contexts, taking into account students’ discourse, indicates ways on how to promote contextualization in the classroom from interaction. In addition, we discuss how contextualizing teaching took on different meanings in the teacher's practice, which expanded the potential of the instructional context initially proposed in the question under discussion. Finally, we indicate implications of contextualization in interaction to pedagogical practice, and the contributions of this study to the literature on science education.
DOI: 10.6084/m9.figshare.14306829.v1
title: The Relation between Thought and Language, and Misunderstandings in the Teaching of Biology

description: Abstract: The aim of this study was to investigate the misunderstandings produced by the relationship between thought and language in Biology Education, with the identification of variabilities that may interfere with didactic articulation. We have surveyed data from research both in progress and published over the last decade by the Epistemology of Biology Research Group of São Paulo State University (UNESP). This has allowed for the systematization of a set of identified variables, which can pose difficulty to the articulation of didactic, epistemological, cognitive and linguistic processes in the initial training/education of teachers of biological sciences and that may lead to the incomprehension of Biology as a science or its inter-relations. The results suggest that polysemy and figures of speech stimulate human thought to distort concepts that are contrary to Biological Epistemology.
DOI: 10.6084/m9.figshare.14306826.v1
title: The Biology of Behavior and the Classroom

description: Abstract: Given the problem of what value we have attributed to emotions in teaching processes, this research aims to bring the potential of ethology (from Darwin to Ekman) in the practice of the classroom as a teaching strategy; with these specific objectives: (a) to reveal the reading of the expression of emotions with a view to students' responsive behavior; (b) to indicate its use in teachers' (self) development; (c) to propose, based on this use, the adjustment of teaching practice in the mediation of learning, as described by Jung in The Education by Example. The corpus was built from two extension events in public institutions, at undergraduate and graduate levels; and triangulated with the written records made by the participants, according to Jung's phenomenological-empirical approach, with structural hermeneutic analysis of units. Two cases are addressed in this paper in order to reveal the possibilities of (self) reflection based on the emerging contents as continuing teacher education research.
DOI: 10.6084/m9.figshare.14306825.v1
title: The Analysis of Illustrations for Biological Education in the National High School Exam in light of the Cognitive Theory of Multimedia Learning

description: Abstract: This research aimed to analyze the illustrations related to the area of Biology presented in the National High School Exam (ENEM), with the subsidy of the Cognitive Theory of Multimedia Learning (CTML), its instructional value and possible imagery deviations. The approach to content in Biology Teaching in many cases needs images to mediate the understanding of structures and processes. ENEM presents some questions with illustrations to guide the navigation of written texts, however they may present design mistakes or lack information, thus making rubrics and instructions difficult to understand. CTML establishes multimedia principles for measuring the instructional value of images. In the ENEM, there were illustrations of Didactic Value with deviations in the Coherence and Signaling Principles. It is important to pay greater attention to the idealization and insertion of images in these exams and alike, in order to avoid misconceptions which can influence the understanding of questions and interfere in the assessment of candidates.
DOI: 10.6084/m9.figshare.14306822.v1
title: Bunge's Systemic Approach as a Methodological Tool for Active Learning

description: Abstract: Research on Active Learning has been sharing evidence that when students are brought together to solve problems in a cooperative environment with well-structured incentives, learning is maximized. However, there is great challenge for the manager of learning concerning the design and validation of pedagogical models because there is a gap regarding the availability of a methodology to investigate the complexity of social relationships in learning environments. In this paper, a methodological instrument for Active Learning has been proposed, by adapting Mario Bunge's Systemism to pedagogical practice. Results show that, with the application of the methodological rules required by the Composition, Environment, Structure and Mechanism (CESM) model, greater objectivity was obtained in the assessment of the pedagogical model idealized by the teacher as well as the possibility of constant improvement thereof, which contributed to the maximization of the cognitive learning by the students involved in the case study.
DOI: 10.6084/m9.figshare.14306821.v1
title: VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry

description: Abstract: Science education researchers agree that a better understanding of Scientific Inquiry (SI) is one of the main objectives of Scientific Literacy. Considering the Brazilian scenario in which SI is being implemented as a proposal for science education based on Base Nacional Comum Curricular (BNCC), the aim of this study was to assess the notions of 169 elementary school students regarding SI by administering the VASI questionnaire. This study had a qualitative approach, we categorized the answers in Naïve, Mixed and Informed according to the 8 aspects of SI proposed on the original questionnaire. A low percentage of answers were classified as Mixed or Informed. The results corroborate to the argument that activities that prioritize the doing inquiry do not necessarily lead the students knowing inquiry. We consider that the VASI questionnaire can be applied by teachers now that different curricula based on investigation are been adopted in Brazil.
DOI: 10.6084/m9.figshare.14306820.v1
title: The Microscope as a School Object in Biology Lessons at Pedro II High School (1960-1970)

description: Abstract: The study focuses on the curricular meanings of the microscope in the context of teaching Biology at Colégio Pedro II in the 1960s and 70s. Through theoretical references derived from the history of school subjects, school material culture and anthropology, we understand that such an artifact has produced cultural and curricular practices that are part of the socio-historical consolidation of Biology in that institution. The microscope is thus perceived as essential in the materialization of practical activities in association with what is considered the good teacher. The microscope is still understood as a central point in teaching actions, demarcating its respective disciplinary community around practical experimental classes. Such an object is perceived as a contributor to the process of unification, legitimation and modernization of biology in the school. Although it has added new elements to his disciplinary practice, it also interacted with traditions already consolidated within the scope of that discipline, with regard to animal dissection practices.
DOI: 10.6084/m9.figshare.14306817.v1
title: The Intercultural Approach in Tikuna Amazonas Indigenous Schools: Teaching Chemistry

description: Abstract: This article is part of doctoral work that sought to understand the teaching of chemistry in Tikuna schools of Amazonas and their claims, in order to ensure that this teaching is intercultural. A field study was carried out for six months in the region of Alto Solimões, Amazonas, Brazil, when the school routine of Tikuna teachers was observed in the area of chemistry, with the intention of understanding the teaching approach, planning, teachers' interests and challenges. In addition, teachers were interviewed, and shared the purposes and challenges of making chemistry teaching intercultural. The results show that, in Tikuna schools, the teaching of chemistry reproduces the passivity, the centrality of knowledge in teachers, and massive teaching. During the interview, the indigenous people understand that the teaching of differential and intercultural chemistry will only take place when traditional knowledge is integrated into the school, in a way that is articulated with global knowledge.
DOI: 10.6084/m9.figshare.14306814.v1
title: Geosciences Content in Science Textbooks for Elementary School I: Identifying its Presence and the Addressed Themes

description: Abstract: A number of researchers point out the importance of Geosciences content in the construction of the elementary school curriculum. However, over the last decades this content has been reduced in the school curriculum and is currently present mainly in the subjects of Sciences and Geography in Elementary School. Studies in this area have focused on understanding geosciences, especially in elementary and high school. This research, however, sought to understand the presence of geosciences content within the thematic units proposed by the Common National Curriculum Base (BNCC) in Elementary School I by using, for this purpose, didactic Science manuals adopted by Plano Nacional do Livro Didático 2019 for the municipal education network of a Brazilian city. To quantify this content, a counting methodology is described using ¼-page increments. It was found that geosciences content is significantly present in this cycle of education, distributed in all analyzed manuals and in all thematic units proposed by BNCC.
DOI: 10.6084/m9.figshare.14306813.v1
title: The Production of Meanings through Images in Chemistry textbooks

description: Abstract: In this article we aim to present an interpretation of the possible meanings in chemical science that are promoted by the images of experiments in the textbooks published in the period between the second decade of the twentieth century and the 1960s. Textbooks are discursive devices that promote stabilized, but precarious subjectivations, and, although they do not represent fixed senses or crystallized knowledge, they allow for the investigation of inscriptions both of the provisional senses in a given space / time and of the processes of production of meanings over time. The illustrations seem to indicate disputes in the process of producing meanings for chemical operations and, in this sense, we argue that, even when an experiment is presented through images as a way for the chemical science to be rediscovered by the student in the school, such discourse is inevitably translated for school purposes, turning science into a production with pedagogical purposes.
DOI: 10.6084/m9.figshare.14306812.v1
title: The Assessment of Product Life Cycles as a Social-Scientific Theme for Training Chemistry Teachers as Transformative Intellectuals

description: Abstract: Life cycle assessment is a technique used by the industry, which aims to minimize possible environmental impacts resulting from its production. However, in chemistry education, this environmental information has applicability in teacher training. Thus, the purpose in this research is to present the concept of life-cycle assessment as a socio-scientific issue, and to investigate its implications for teacher development, according to Henry Giroux's theory. The research was carried out with 10 Chemistry undergraduate students, and the analysis has a qualitative character, substantiated by reports on academic internship experiences as a tool for data collection. These were analyzed by Laurence Bardin's precepts. As a result, the undergraduate students reframed their experience of chemistry undergraduate studies, towards global, inseparable, interdisciplinary and essential content for critical citizenship education.
DOI: 10.6084/m9.figshare.14306809.v1
title: Social Representations of the Environment: Implications in Environmental Education Approaches under the Critical Perspective with Students in the First Stage of Elementary School

description: Abstract: Supported by the theoretical-methodological framework of the Theory of Social Representations, with special attention to its structural approach, this paper aimed to identify the content and organization of the Environmental representations constructed by a group of students in the 4th grade of a municipal Elementary School in the state of Espírito Santo, Brazil. Its relevance should also be noted for the interest in applying pedagogical work proposals under the focus of Critical Environmental Education. With techniques applied to Central Core Theory, it was possible to understand that students' representations are organized around elements that relate to naturalistic, conservationist and anthropocentric-utilitarian views of the environment. The analysis permitted to infer some relations among these representations and strategies in order to promote an articulated vision of globalizing character, where the surroundings are integrated by the environment and society. The results intend to contribute to discussions about the processes of Environmental Education from the Critical perspective.