Submitted by Maykon Nascimento (maykon.albani@hotmail.com) on 2015-08-27T18:05:36Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Acao mediada em aulas de Biologia um enfoque a partir dos conceitos de fotossintese e respiracao celular.pdf: 1751681 bytes, checksum: af956400e8b9409f1f49f8ea593179a1 (MD5) / Approved for entry into archive by Patricia Barros (patricia.barros@ufes.br) on 2015-08-28T15:32:09Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Acao mediada em aulas de Biologia um enfoque a partir dos conceitos de fotossintese e respiracao celular.pdf: 1751681 bytes, checksum: af956400e8b9409f1f49f8ea593179a1 (MD5) / Made available in DSpace on 2015-08-28T15:32:09Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Acao mediada em aulas de Biologia um enfoque a partir dos conceitos de fotossintese e respiracao celular.pdf: 1751681 bytes, checksum: af956400e8b9409f1f49f8ea593179a1 (MD5) Previous issue date: 2015 / Esta pesquisa teve como objetivo investigar o papel da ação mediada na configuração dos sentidos que perpassam um processo de interação discursiva em uma sala de aula de Biologia, da 1ª série do ensino médio, de uma escola pública estadual do município de Vitória-ES, durante aulas que visavam abordar os conceitos de fotossíntese e respiração celular. Para isso, apoiamo-nos na tese de que a ação mediada qualificada como organizada, dialógica, compreensiva e interativa favorece a formação desses conceitos científicos por alunos de ensino médio. Assim, partimos de uma concepção teórico-metodológica ancorada na matriz histórico-cultural. A pesquisa-ação crítico-colaborativa foi utilizada como aporte metodológico e os instrumentos de coleta de dados se basearam em observações do cotidiano escolar e da sala de aula com registros em diários de campo, filmagem das aulas em vídeo, questionários, provas escritas dos alunos e entrevistas reflexivas. As análises dos dados se basearam na análise microgenética proposta por Vigotski, complementada com uma análise compreensiva ancorada nas ideias de Bakhtin. Dois grandes eixos de análise foram delimitados: 1 - a ação mediada no trabalho com os alunos; 2 - os enunciados e sentidos produzidos durante o processo da pesquisa na perspectiva da professora. Os resultados revelam evidências de que a ação mediada qualificada como intencional, organizada, dialógica, compreensiva e interativa favorece a formação dos conceitos científicos de fotossíntese e respiração celular por alunos do ensino médio, promovendo um ensino fecundo, na concepção defendida por Vigotski. Os resultados indicam também que o processo de pesquisa-ação crítico- colaborativa apresentou resultados positivos no que concerne à formação continuada da professora de Biologia. Concluímos que se fazem necessários investimentos em programas de formação de professores que procuram articular escola e universidade, integrando formação inicial e continuada de professores. Para isso, defendemos que esse processo de formação seja feito dentro de uma perspectiva crítica e colaborativa, baseada em uma ação mediada intencional e dialógica que favoreça o desenvolvimento de um ensino fecundo / This research aimed to investigate the role of mediated action in the configuration of the senses that go through a discursive interaction process in a biology classroom at 1st high school grade in a state public school of the city of Vitória - ES during classes aimed at addressing the photosynthesis and cellular respiration concepts. And for that we start from the idea that the action mediated qualified as organized, dialogic, comprehensive and interactive favors the formation of these scientific concepts for high school students. For that purpose, we started from a theoretical-methodological perspective rooted in a historical and cultural matrix. Collaborative critical action research was used as a methodological approach and the data collection instruments were based on observations of daily school routine and the classroom with records in field diaries, recording of classes using video, questionnaires, written exams from the students and reflective interviews. Data analyzes were based on micro genetic analysis proposed by Vigotski, complemented by a comprehensive analysis anchored in Bakhtin's ideas. Two main angles of analysis were defined: 1 - action mediated in working with students; 2 - statements and meanings produced by the teacher during the research process. The results show evidence that the action mediated described as organized, dialogic, comprehensive and interactive favors the formation of scientific concepts of photosynthesis and cellular respiration by high school students promoting a fruitful teaching as advocated by Vigotski. The results also indicate that the process of collaborative critical-action research showed positive results with regard to the process of continued education for the biology teacher. We conclude that is made necessary investments in teacher training programs, to articulate school and university, integrating initial and continued education for the teachers. For this, we argue that this process of training is done within a critical and collaborative approach based on a mediated action to promote the development of a fruitful teaching

Submitted by Elizabete Silva (elizabete.silva@ufes.br) on 2015-11-11T19:36:05Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O ENSINO DAS RELAÇÕES SONS E LETRAS E LETRAS E SONS NO CONTEXTO DA ALFABETIZAÇÃO NO MUNICÍPIO DE VITÓRIA.pdf: 2530131 bytes, checksum: 55c1bd1ba30f881ef2c145e90ed35615 (MD5) / Approved for entry into archive by Morgana Andrade (morgana.andrade@ufes.br) on 2015-11-16T16:53:49Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O ENSINO DAS RELAÇÕES SONS E LETRAS E LETRAS E SONS NO CONTEXTO DA ALFABETIZAÇÃO NO MUNICÍPIO DE VITÓRIA.pdf: 2530131 bytes, checksum: 55c1bd1ba30f881ef2c145e90ed35615 (MD5) / Made available in DSpace on 2015-11-16T16:53:49Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O ENSINO DAS RELAÇÕES SONS E LETRAS E LETRAS E SONS NO CONTEXTO DA ALFABETIZAÇÃO NO MUNICÍPIO DE VITÓRIA.pdf: 2530131 bytes, checksum: 55c1bd1ba30f881ef2c145e90ed35615 (MD5) Previous issue date: 2015 / Com este estudo, objetivamos investigar como as relações sons e letras e letras e sons (fonemas/grafemas) têm sido tratadas/trabalhadas no ciclo inicial de aprendizagem (Bloco Único Inicial e Bloco Único Final ou 1º e 2º ano do Ensino Fundamental), pelos professores, no município de Vitória/ES, e como essa dimensão se articula a concepções de alfabetização. Partimos da tese de que o ensino das relações sons e letras e letras e sons não ficou obscurecido ao longo dos últimos vinte anos e constitui a tônica do processo de alfabetização no município. Para atingir nosso objetivo, utilizamos pressupostos teóricos e metodológicos bakhtinianos e realizamos análises de cadernos utilizados por crianças que frequentaram os anos iniciais da alfabetização entre 1991 e 2011, nesse município, tomando-os como suportes de textos produzidos em contextos de aulas. Os resultados revelaram que, no período compreendido pela pesquisa, o ensino das relações sons e letras e letras e sons se deu, prioritariamente, a partir de atividades que valorizavam a identificação e a memorização de aspectos gráficos, utilizadas como recursos para a aprendizagem dos sons das letras e da grafia correta das palavras e que sílabas e palavras foram as unidades mais recorrentes para o ensinoaprendizagem dessas relações. Constatamos que foram priorizadas relações biunívocas entre sons e letras e letras e sons e aquelas previsíveis pelo contexto em que ocorrem. Nessa direção, as atividades registradas nos cadernos nos deram indícios de que as concepções de alfabetização que têm orientado o ensinoaprendizagem das relações sons e letras e letras e sons estão embasadas em concepções de língua que a compreendem como conjunto de códigos prontos a serem utilizados pelo leitor/escritor/ouvinte e, o texto, na maioria das vezes, é utilizado como pretexto para o ensino dessas unidades. / In this study, we aim to investigate how sounds and letters and letters and sounds relations (phonemes/graphemes) has been treated/worked in the initial learning cycle (Initial and Final Single Block or 1st and 2nd year of elementary school), by teachers in Vitória/ES, and how this dimension is linked to literacy concepts. We start from the idea that the teaching of sound and letters and letter-sound relations was not obscured over the last twenty years and it is the keynote of the literacy process in the municipality. We use Bakhtinian theoretical and methodological assumptions and perform analysis of notebooks used by children who attended the early years of literacy classes between 1991 and 2011, in this city, taking them as texts of media produced in school contexts. The results revealed that in the research’s period, the teaching of sound and letters and letters and sounds relations occurred primarily from activities that valued the identification and memorization of graphic aspects, used as resources for learning the sounds of the letters and the correct spelling of words and also that syllables and words were the most recurring units for the teaching and learning of these relations. We noted that were prioritized biunivocal relations between sounds and letters and letters and sounds and those expected by the context in which they occur. Activities recorded in the notebooks gave us evidence that literacy concepts that have guided the teaching and learning of sound and letters and letters and sounds relations are informed in language concepts that understands how to code set ready for use by the reader/writer/listener, and the text, most often, is used as a pretext for teaching these units.

Microbial infections are a global problem. Due to the over and misuse of antibiotics, drug-resistant pathogens are becoming more common. It is imperative to explore broad spectrum antimicrobial approaches. In this work, we modified collagen/hyaluronic acid polyelectrolyte multilayers (PEMs) with the natural antimicrobial peptide, LL-37 to study hepatic infections. LL-37 was physisorbed and covalently linked to the surface of the PEMs. Escherichia coli DH10B were cultured in the presence of LL-37modified PEMs in bacterial adhesion and contact killing models. Physisorbed LL-37 PEMs prevented bacterial adhesion and could also kill pathogens in the surrounding environment due to the release of LL-37 from the film. Immobilized LL-37 PEMs resulted in less bacterial adhesion on the surface due to the presence of the peptide. Films were then placed in contact with primary rat hepatocytes as well as in hepatocyte/bacteria co-cultures. LL-37 input concentrations up to of 16μM did not exhibit cytotoxic effects on hepatocytes. The LL-37 modified PEMs exhibited a hepatoprotective effect on albumin and urea secretion functions in co-cultures. The hepatoprotective effects were dependent on the ratio of hepatocytes and bacteria as well as the concentration of LL-37. These findings are encouraging and demonstrate that LL-37 modified PEMs can be used to investigate hepatic infections caused by bacteria. / Master of Science

This PhD Thesis contributes to the domain of Educational Technologies, and more specifically to the Learning Design (LD) research field, which focuses on supporting teachers in the creation of effective computer-supported learning activities considering the needs of their educational contexts. Research in LD has provided a myriad of tools and methods. Yet, existing tools lack collaboration support for communities of teachers engaged in learning (co-)design. Moreover, scope of tools is varied in terms of representations used, pedagogical approaches supported, and design phases targeted (from conceptualization to authoring and implementation). This diversity of tools contrasts with lack of articulation of their synergies to offer meaningful, manageable and integrated LD ecosystems for teachers and communities of teachers. This Thesis is framed in this problem area. Its guiding research question is: How can community platform management mechanisms support teachers in integrated learning design ecosystems? This question is addressed by more specific investigation towards addressing four specific research objectives. The first objective is explorative, focused on understanding needs for management mechanisms in LD community platforms. The resulting contribution includes participation in building and evaluating LD community platforms (LdShake, Learning design Sharing and co-edition, and ILDE, Integrated Learning Design Environment) in the context of Spanish and European projects, and the identification of needs tackled in the following three research objectives. The second objective deals with enabling flexible management of learning (co-)design processes that involve use of several LD tools. The associated contribution is a model and implementation for LD Workflows, which shape orchestrated uses of selected LD tools that can be applied to LD Projects. The third objective focuses on supporting management of multiple learning design versions in scenarios of reuse and co-design. The contribution is a model and visualization strategy based on a family tree metaphor. The fourth objective concerns the need for interoperability between co-(design) tools and platforms, and in particular focuses on design patterns as structured LD representations of special interest because they collect repeatable good teaching practices. The contribution is a pattern ontology for computationally representing a pattern language (working case of design patterns in Computer-Supported Collaborative Learning) and a derived model together with an architecture for interoperable management of patterns across LD tooling. Contributions have been implemented in LdShake and ILDE community platforms, showing feasibility, enabling proofof-concept in significant scenarios and user studies involving teachers. / Las contribuciones de esta Tesis Doctoral se enmarcan en el ámbito de las Tecnologías Educativas, y más concretamente en el campo de investigación del Diseño de Aprendizaje (LD acrónimo en inglés). Este campo se centra en dar apoyo a los profesores en la creación de actividades educativas apoyadas por ordenador teniendo en consideración sus contextos educativos. La investigación en el campo de LD ha proporcionado gran cantidad de herramientas y métodos. Sin embargo, estas herramientas todavía carecen de mecanismos que posibiliten la colaboración en comunidades de profesores involucradas en el (co-)diseño de aprendizaje. Además, el alcance de las herramientas es muy variado en cuanto a las representaciones utilizadas, los enfoques pedagógicos utilizados, y fases de diseño a las que van dirigidas (desde la conceptualización, hasta la autoría y hasta la implementación). Esta diversidad de herramientas contrasta con la falta de articulación de sus sinergias para ofrecer ecosistemas LD significativos, manejables e integrados para profesores y comunidades de profesores. Esta problemática motiva la investigación realizada en esta Tesis. La pregunta de investigación que la guía es: ¿Cómo pueden apoyar los mecanismos de gestión de plataformas comunitarias dar soporte en ecosistemas de diseño de aprendizaje integrado? Esta cuestión se aborda en la investigación más concreta de cuatro objetivos específicos. El primer objetivo es exploratorio, se centra en la comprensión de las necesidades de mecanismos de gestión en plataformas para comunidades en LD. La contribución resultante incluye la participación en la implementación y evaluación de las plataformas para comunidades en LD (LdShake, acrónimo en inglés de Learning design Sharing and co-edition, e ILDE, acrónimo en inglés de Integrated Learning Design Environment) en el contexto de proyectos españoles y europeos, así como la identificación de las necesidades abordadas en los tres siguientes objetivos de la investigación. El segundo objetivo busca permitir una gestión flexible de los procesos de (co-)diseño de aprendizaje que implique el uso de varias herramientas de LD. La contribución asociada es un modelo e implementación de los flujos de trabajo de LD (LD Workflows en inglés). Los LD Workflows se definen para permitir la representación de las herramientas de LD seleccionadas que se pueden aplicar a proyectos de LD (LD Projects, en inglés). El tercer objetivo se centra en el apoyo a la gestión de múltiples versiones de diseño de aprendizaje en escenarios de reutilización y (co-)diseño. La contribución es un modelo y una visualización basada en una metáfora del árbol familiar (family tree, en inglés). El cuarto objetivo trata la necesidad de interoperabilidad entre herramientas de (co-)diseño y plataformas de LD, y en particular, se centra en los patrones de diseño como representaciones LD estructuradas de especial interés ya que recogen buenas prácticas docentes repetibles. La contribución es una ontología de patrones que representa computacionalmente un lenguaje de patrones (centrándose en los patrones de CSCL, del inglés:Computer-Supported Collaborative Learning) y un modelo derivado junto con una arquitectura para la gestión interoperable de patrones a través de herramientas de LD. Las contribuciones se han implementado en las plataformas de comunidades de LD LdShake e ILDE mostrando su viabilidad, ofreciendo la prueba de conceptos en escenarios significativos y estudios con profesores en entornos reales.

Aquest treball de recerca investiga la formació en valors ètics dels professionals de les TIC amb l’objectiu de destacar un marc educatiu on portar a terme el procés d’aprenentatge dins de les escoles d’enginyeria. Aquest marc educatiu s’estudia a través de tres eixos principals: quin paper juga l’ètica dins del context de les TIC; quines implicacions morals té l’ètica professional; quins són els requeriments educatius essencials necessaris per tal que els professionals de les TIC puguin desenvolupar un perfil ètic adequat. Conseqüentment, les principals contribucions d’aquest treball són dues. En primer lloc, detectar les implicacions morals de la tecnologia i com aquestes configuren i influencien l’exercici pràctic diari del professional de les TIC. En segon lloc, proveir els estudiants de les escoles d’enginyeria d’una ètica professional, la qual és implementada mitjançant un conjunt de recursos metodològics i pedagògics, per tal d’ensenyar-los a treballar d’acord amb els valors socials conjunturals, els quals són la base per a un ensenyament ètic adient. Els enfocaments de recerca sobre els quals basem aquest estudi són tres: l’hermenèutica, l’ètica discursiva i l’ètica de la virtut, aplicades a l’àmbit de l’ètica professional. Aquests mitjans busquen suscitar i representar els diferents punts de vista i experiències dels estudiants quan s’enfronten a dilemes morals. Per això, aquests plantejaments de recerca, conjuntament amb les eines d’aprenentatge corresponents permeten als estudiants augmentar la seva consciència respecte les qüestions ètiques relacionades amb la seva construcció moral, alhora que desenvolupen l’expertesa tècnica pròpia de la titulació d’enginyeria. Així doncs, la proposta presentada proporciona un marc de treball que consta d’un conjunt educatiu de recursos basats en eines d’aprenentatge que permeten la reflexió de qüestions ètiques i l’assoliment d’un ensenyament centrat en la millora pràctica de l’estudiant d’enginyeria. Els resultats d’aquest estudi culminen amb les conclusions següents: 1. La necessitat d’emfatitzar que el comportament ètic és sempre necessari en l’exercici d’una professió social com l’enginyeria, però no només quan les coses van malament. 2. La incorporació d’una dimensió ètica que ens permeti analitzar les accions, les conseqüències i les responsabilitats respecte a la relació existent entre la tecnologia i la professió de l’enginyeria tenint en compte el context social on es desplega. 3. La cerca d’una ètica amb característiques pròpies implementada a través de mètodes, eines d’aprenentatge i recursos tecnològics. Tot això amb la mirada posada a realitzar bones pràctiques que potenciïn la sensibilitat ètica entre els estudiants d’enginyeria. Basant-nos en els resultats anteriors, el professorat i l’alumnat dels graus d’enginyeria, on les tecnologies de les TIC tenen un paper rellevant i de lideratge, haurien de ser capaços d’avaluar com aborden l’ensenyament i l’aprenentatge ètic professional, si apunten per promoure una professió de qualitat i d’un evident vincle social, basada en una plena consciència de l’ètica dins de l’actual món professional de les TIC. / This study investigates the training in ethical values of ICT professionals with a view to highlighting an educative framework from which to carry out the learning process within engineering schools. This educative framework is explored through the following central points: what is the role of ethics within the context of ICT; what moral implications professional ethics has; what are the essential educative requirements that ICT professionals need to develop an appropriate ethical profile Consequently, the study’s principal contributions are twofold. On one hand, identifying moral involved with technology and how these shape the daily practical exercise in the scope of ICT professionals. On the other hand, providing the students of engineering schools with professional ethics by means of a set of methodological and pedagogical resources, in order to train students to work in accord with the relevant social values on which suitable ethics instruction is based. The research approaches employed in this study are three: the hermeneutic approach, the discursive ethics and the virtue ethics, applied within the field of professional ethics. These methods seek to elicit and represent the different perspectives and experiences of the students when facing ethical dilemmas. Thus, this research work approaches jointly the corresponding set of learning tools that allow students to raise their awareness regarding the ethical issues related to their moral construction, at the same time as they develop the technical expertise typical of an engineering degree. So this proposal provides a framework that consists of a set of educational resources based on learning tools that allow the deliberation of ethical issues, and the fulfilment of a training process aimed at the experiential improvement of the student of engineering. The study’s findings culminate in the following remarks: 1. The necessity of emphasizing that ethical behaviour is always appropriate in the exercise of a social profession such as engineering, not only when things goes wrong. 2. The incorporation of an ethical dimension that allows us to analyse the actions, outcomes and responsibilities with regard to the existing relationship between technology and the engineering profession taking into account the social context in which it is deployed. 3. The search for an ethics with typical features implemented through appropriate methods, learning tools, and technological resources. All of this with the aim of achieving good practice which strengthens ethical sensitivity among the students of engineering. Based on the preceding results, teaching staff and the student body of engineering degrees, where ICT technologies have an prominent and leading role, should be able to evaluate how they approach ethical professional training and learning, if they aim to promote a profession of quality and of clear social connectivity, based on a full awareness of the ethics within the current ICT professional world.

Aquesta tesi doctoral s’emmarca dins l’àrea d’estudi de l’educació, i posa el seu èmfasi en dos contextos determinats: l’educació formal, l’escola, i l’educació no formal, concretament l’educació en el lleure que es desenvolupa des dels centres d’esplai. El nexe d’unió entre ambdós àmbits gira al voltant de les competències bàsiques. D’aquesta manera, es pretén estudiar la relació entre les competències desenvolupades en els esplais amb les vuit competències bàsiques establertes a l’etapa d’Educació Primària a Catalunya, tot intentant esbrinar si la participació activa en un centre d’esplai per part dels infants afavoreix l’assoliment d’aquestes competències bàsiques. Es planteja una revisió teòrica sobre el concepte general de competència, així com de les vuit competències bàsiques de l’escola. D’altra banda, es desenvolupa el marc teòric sobre l’educació en el lleure en general i l’àmbit de l’esplai en particular. Pel que fa a la metodologia d’estudi, es conjuguen tècniques quantitatives, qüestionaris, amb d’altres de qualitatives com són les entrevistes i les observacions. Les dades recollides i analitzades condueixen a concloure que a l’esplai es desenvolupen totes les competències bàsiques escolars, amb major o menor intensitat, i no només aquelles tradicionalment descrites per la literatura sobre l’educació en el lleure, com poden ser la competència d’autonomia i iniciativa personal o la social i ciutadana. Les competències bàsiques es treballen a l’esplai sempre d’una manera pràctica i aplicada a la quotidianitat dels infants, partint de l’element lúdic i la pròpia vivència com a eixos vertebradors, i el monitor com a referent imprescindible i model per als infants

Aquesta tesi doctoral és fruit d’una recerca que des d’un enfocament ecològic qualitatiu d’investigació etnogràfica centrada a l’aula, explora d’una banda els avantatges del treball interdisciplinari de les assignatures d’anglès i música, i d’altra banda com incideix en la motivació de l’alumnat la creació d’un rap en anglès. Primerament es presenta un breu repàs al marc teòric, referent a l’ensenyament de l’anglès, l’ensenyament de la música, la relació entre la música i la llengua, i la motivació. Es relaciona la motivació amb els conceptes d’emoció, interès i creativitat i a partir d’aquests conceptes es creen unes categories apriorístiques que permeten l’anàlisi de les dades. Seguidament s’explica la proposta didàctica portada a terme en una aula de 6è de primària i es procedeix a l’anàlisi de les dades a partir dels diferents instruments de recollida i de les diverses perspectives dels integrants en el projecte. / This thesis presents a piece of ethnographic classroom-based qualitative research from an ecological perspective. The aim was, on one hand, to explore the potential of an interdisciplinary (English and Music) project and, on the other, the effect of creating their own English rap on pupils’ motivation. The theoretical framework examines current thinking on foreign language acquisition, music learning, and the relationship between music, language and motivation. The research relates motivation to other concepts such as emotion, interest and creativity, out of which aprioristic categories are established for use in the analysis. The work includes a description of the project, carried out in a Year 6 Primary school classroom, and an analysis of the data obtained. This data was gathered by using a range of different instruments which include the observations, from the varying perspectives, of the participants in the project.

The debate surrounding one’s right to know what is in one’s food has increased in popularity since 2012 when California became the first state to vote on Proposition 37 which would have mandated the labeling of genetically modified organisms. Proposition 37 was defeated due to the public relations campaign mounted by Monsanto and other corporate sponsors of genetically engineered seeds. Utilizing both a visual and written content analysis, this study identified the ethically problematic public relations strategies within the campaign to defeat Proposition 37, while also examining the content to determine whether the strategic communication must be classified as commercial or political speech pursuant to the First Amendment. Even though the campaign was found to be ethically problematic when applying the five elements of the TARES Test, it was beneficial to expand those components for future evaluations regarding all issues when a corporate speaker is involved in advocacy.

Aquesta recerca analitza la capacitat que tenen els estudiants de mestre per posar en pràctica els seus aprenentatges referents a les teories d’ensenyament i aprenentatge de les ciències basades en la modelització (EACBM). Per assolir aquest objectiu: (i) s’ha dissenyat i implementat un programa de formació inicial de mestres d’educació primària basat en l’EACBM; (ii) s’han comparat 71 unitats didàctiques realitzades abans, durant i al final del programa de formació. L’anàlisi de dades ha suposat la creació d’un nou instrument d’anàlisi que pren com a referència la interactivitat, aprofundint en els processos d’ensenyament-aprenentatge al llarg dels temps, sense deixar de fer referència a aquells aspectes específics del contingut. Els resultats indiquen millores referents a l’exploració dels models inicials de l’alumnat així com a la planificació d’activitats per recollida de dades/evidències. També s’identifiquen limitacions específiques referents a l’adquisició de coneixements referents a EACBM i es suggereixen aspectes de millora per a la formació docent. / This study explores preservice teachers’ challenges to achieve the required skills to put Model-Centred Instruction (MCI) into practice. To this end: (i) specific MCI for preservice primary university courses has been designed and performed; (ii) a total amount of 71 lesson plan designs done prior; through and at the end of instruction have been compared. A new instrument for data analysis has been established. This instrument pretends to deepen the teaching-learning process through time while making reference to specific aspects of the content and taking the join activity as a reference. Findings indicate significant pedagogical gains related to the exploration of students’ prior models and the collection of data/evidence within inquiry activities. Specific constraints for the adequate acquisition of MCI have been identified. Based on these results, areas of focus to improve teacher education have been suggested.

No description available.