Nos museus e centros de ciência o conhecimento científico presente na exposição passa por um processo de transformação, que marca a passagem do discurso científico ao discurso de vulgarização, de forma a tornar conceitos presentes na exposição mais acessíveis ao visitante. Considerando a função educativa dos museus e centros de ciência, acreditamos que este processo aconteça também por meio das diferentes estratégias didáticas utilizadas por monitores que realizam a mediação entre o público e as exposições. Na presente pesquisa escolhemos estudar uma destas estratégias didáticas, no caso, o uso de analogias presentes no discurso dos monitores durante a apresentação de conceitos científicos em visitas guiadas na Estação Ciência/SP. Em estudos sobre ensino de ciências em espaços formais de ensino, a utilização de analogias tem sido observada como recurso didático fortemente utilizado na explicação de conceitos científicos na sala de aula. No entanto, esta ainda é uma questão a ser explorada nos espaços não formais, como museus e centros de ciência. O método aqui empregado segue uma abordagem qualitativa de pesquisa, na análise de dados predominantemente descritivos, coletados pelo próprio pesquisador em seu ambiente de estudo. Os dados foram coletados durante os anos de 2008 e 2009 e as apresentações selecionadas para estudo foram gravadas nas exposições A vida debaixo d água- Os mistérios da água e o Corpo Humano, e têm duração de aproximadamente 30 minutos, cada. Os grupos acompanhados pelos monitores durante as visitas guiadas eram de crianças do quinto ou sexto ano do Ensino Fundamental de escolas públicas da cidade de São Paulo. A análise dos turnos selecionados foi feita a partir de um modelo de ensino conhecido como TWA (Teaching With Analogies), que nos serviu de base para elaboração de um método de análise a partir de suas etapas constituintes. Os resultados mostram que a analogia é um recurso utilizado pelos monitores e sua produção pode ser influenciada pelas características pedagógicas do espaço museal, relacionadas ao espaço, ao objeto, ao tempo de atividade e a linguagem. Outros aspectos que parecem influenciar na produção e uso de analogias como recurso didático, referem-se a formação dos monitores e aos objetivos da instituição museal. Cabe, desse modo, entender melhor como as analogias são produzidas nesse contexto de educação em museus e buscar tentativas de elaborar melhores estratégias de utilização dessa ferramenta de linguagem nas situações de mediação, para que possam ser utilizadas de forma eficaz como recurso didático na apresentação de conceitos científicos presentes nas exposições. / In museums and science centers of scientific knowledge in this exhibition is a process of \"transformation,\" which marks the transition from scientific discourse to the discourse to generalize, in order to make concepts in the exhibition more accessible to the visitor. Considering the educational function of museums and science centers, we believe that this process also happens through the different teaching strategies used by monitors carrying out the mediation between the public and exhibitions. In this study we chose to study one of these teaching strategies in the case, the use of analogies found in the discourse of the monitors during the presentation of scientific concepts in guided tours in the Science Center / SP. In studies of science teaching in formal education, the use of analogies has been observed as a teaching resource used heavily in explaining scientific concepts in the classroom. However, this is still an issue to be explored in non-formal settings such as museums and science centers. The method used here follows a qualitative approach, the analysis of predominantly descriptive data collected by the researcher in their study environment. Data were collected during the years 2008 and 2009 and the presentations selected for study were recorded in the exhibition \"Life under water, The Mysteries of Water\" and \"Human Body\", and have approximately 30 minutes each. Groups accompanied by the monitors during the guided tours were children of the fifth or sixth year of elementary public schools in São Paulo. Analysis of selected shift was made from a teaching model known as TWA (Teaching With Analogies), which served as the basis for developing a method of analysis based on component steps. The results show that the analogy is a resource used by the monitors and their production can be influenced by the teaching of museum space, related to space, object, activity time and language. Other aspects that seem to influence the production and use of analogies as a teaching resource, refer to the training of monitors and the objectives of the museum institution. It is thus better understand how analogies are produced in the context of museum education and pursue attempts to formulate better strategies for using this tool of language in situations of mediation so that they can be used effectively as a teaching tool in presenting scientific concepts present in the exhibitions.

The acquisition of relational concepts plays an integral role and is assumed to be a prerequisite for analogical reasoning. Language and token-trained apes (e.g. Premack, 1976; Thompson, Oden, and Boysen, 1997) are the only nonhuman animals to succeed in solving and completing analogies, thus implicating language as the mechanism enabling the phenomenon. In the present study, I examine the role of meaning in the analogical reasoning abilities of three different primate species. Humans, chimpanzees, and rhesus monkeys completed relational match-to-sample (RMTS) tasks with either meaningful or nonmeaningful stimuli. For human participants, meaningfulness facilitated the acquisition of analogical rules. Individual differences were evident amongst the chimpanzees suggesting that meaning can either enable or hinder their ability to complete analogies. Rhesus monkeys did not succeed in either condition, suggesting that their ability to reason analogically, if present at all, may be dependent upon a dimension other than the representational value of stimuli.

Ill-structured problems, problems that do not have simple structures and one finite correct solution, are the most common form of problems that engineers meet in everyday situations. However, because ill-structured problems and well-structured problems differ in many aspects, the curriculum of engineering education mostly focuses on well-structured problems, leading to the possibility that students might not apply the knowledge they have learned from school to the workplace after they graduate. Problem-based learning using ill-structured problems is more effective in teaching students to approach a solution for a task in a more expert-like way, by, for example, using analogical reasoning. In this study, novice participants who are majoring in Engineering and expert participants who are in the Civil or Mechanical Engineering fields are asked to solve ill-structured problems. The focus of analysis will be on the different types of analogies they use. Self-Efficacy will also be measured using a survey to observe if different levels of self-efficacy affect problem solving differently in the two groups, and if there is any relationship between types of analogies that each groups use and self-efficacy. The findings of this study would help to improve the curriculum of engineering education especially enhancing students’ cognitive strategy for engineering designs. / text

La propagation de lumière dans un réseau de guides s'effectue par couplages successifs et diffère ainsi fortement de la propagation en milieu libre. De plus, il existe, entre le formalisme du couplage optique décrivant cette propagation, de grandes similarités avec l'équation de Schrödinger. Nous utilisons ces similarités pour réaliser, dans des structures optiques composées de guides d'ondes, des analogies à des phénomènes quantiques. Les guides d'ondes sont analogues à des niveaux discrets d'énergie tandis que les constantes de couplage entre les guides sont analogues aux fréquences de Rabi des pulses laser couplant ces niveaux d'énergie. Pour la démonstration de ces analogies riches d'enseignement et potentiellement attractives pour des applications, il est intéressant de pouvoir disposer de structures optiques polyvalentes pouvant être reconfigurées. Notre approche est basée sur la réalisation de ces structures par la technique d'illumination latérale développée au laboratoire. Contrairement à la majorité des techniques d'inscriptions classiques (CVD, échange d'ions, inscription par laser femtoseconde, etc.) qui conduisent à des structures fixes et très difficilement modifiables, cette technique donne des structures reconfigurables. Elle consiste en l'éclairement contrôlé d'un cristal photoréfractif soumis à un champ électrique, permettant d'inscrire des guides grâce à la photo-conductivité du matériau et à l'effet Pockels. Dès lors, nous montrons qu'il est possible de réaliser au sein du même cristal, différentes structures de réseaux de guides, de design, périodicités et contrastes d'indice différents. Nous mettons ensuite à profit ces différents résultats pour la démonstration d'analogies à des effets quantiques. En premier lieu nous démontrons un transfert adiabatique de lumière similaire au phénomène de STIRAP ("STImulated Raman Adiabatic Passage"). La lumière, couplée à l'entrée dans un guide, est transférée à un guide de sortie éloigné, à travers plusieurs guides intermédiaires (jusqu'à neuf ) si les constantes de couplage sont modulées longitudinalement dans un ordre dit "contre-intuitif". Nous utilisons ensuite ce transfert adiabatique de lumière pour la réalisation d'un diviseur de faisceau multi-ports, dont les ratios d'intensité dans les ports de sorties sont déterminés par le rapport des constantes de couplage de la structure. Nous démontrons également que ce diviseur de faisceau est très robuste et très largement achromatique sur plus de 200 nm. Puis, nous réalisons une analogie au phénomène d'EIT ("Electromagnetically Induced Transparency") dans une structure optique composée de trois guides. La présence d'un troisième guide très proche du deuxième empêche tout transfert de lumière depuis le premier guide qui devient alors "transparent". Enfin, en créant un désaccord dans les constantes de propagation longitudinale des trois guides, le transfert de lumière peut être réactivé pour deux valeurs particulières du désaccord, similairement à l'effet quantique Autler-Townes.

The primary focus of this research is to investigate the non-linear behavior of single crystal and polycrystalline relaxor ferroelectric PMN-xPT and PZN-xPT through experimentation and modeling. Characterization of single crystal and polycrystalline specimens with similar compositions was performed. These data give experimental insight into the differences that may arise in a polycrystal due to local interaction with inhomogeneities. Single crystal specimens were characterized with a novel experimental technique that reduced clamping effects at the boundary and gave repeatable results. The measured experimental data was used in conjunction with electromechanical characterizations of other compositions of single crystal specimens with the same crystallographic orientation to study the compositional effects on material properties and phase transition behavior. Experimental characterization provided the basis for the development of a model of the continuous phase transformation behavior seen in PMN-xPT single crystals. In the modeling it is assumed that a spatial chemical and structural heterogeneity is primarily responsible for the gradual phase transformation behavior observed in relaxor ferroelectric materials. The results are used to simulate the effects of combined electrical and mechanical loading. An improved rate-independent micromechanical constitutive model based on the experimental observations of single crystal and polycrystalline specimens under large field loading is also presented. This model accounts for the non-linear evolution of variant volume fractions. The micromechanical model was calibrated using single crystal data. Simulations of the electromechanical behavior of polycrystalline ferroelectric materials are presented. These results illustrate the effects of non-linear single crystal behavior on the macroscopic constitutive behavior of polycrystals.

This thesis reports a series of studies into textbook authors', teachers' and students' use of analogies to improve students' understanding of abstract chemistry concepts. The five research problems considered: (a) the nature and extent of analogy use in textbooks; (b) the views of textbook authors and editors concerning analogies; (c) how, when, and why analogies were used by experienced chemistry teachers; (d) the development of an instrument to determine chemistry students' understanding of analogies; and (e) how chemistry students use the analogies presented as part of their chemistry instruction.Study One reports the findings of an investigation of ten chemistry textbooks used by Australian students for the nature and extent of analogy inclusion. The study found that, while used sparingly, analogies were employed more frequently in the beginning of textbooks and that the analogies used concrete analog domains to describe abstract target concepts. There was considerable use of pictorial-verbal analogies although simple analogies comprised a substantial proportion and stated limitations or warnings were infrequently employed.Study Two involved interviews with the authors of eight of the above mentioned textbooks to determine authors' views on analogies and their use in textbooks and teaching. The study identified a relationship between how frequently analogies were used by the author and what he or she considered to be the characteristics of a good chemistry teacher. Each author had a good understanding of the nature of analogy and each sought a flexible environment for its use - most arguing that analogies are better used by teachers than printed in textbooks. They appeared to favour analogies embedded in text or placed in margins rather than as post-synthesisers or advance organisers.Study Three reports an investigation into six chemistry teachers' use of ++ / analogies in Western Australia and England. This study found that the teachers drew upon their experiences and professional reading as sources of the analogies that tended to be spontaneously used when they felt their students had not understood an explanation. The analogies tended to map functional attributes of abstract target concepts with some teachers using the blackboard to illustrate pictorial analogies and some including statements of limitations.Study Four describes the development of analogy maps - instruments used to determine the effectiveness with which students map given analogies. The iterative development process engaged classroom-based research methods to develop an instrument of value both for teaching and for school-related research. A rating system enables researchers to compare students' effectiveness at mapping analogies with variables such as analogy type.Studies Five and Six describe how a combination of interviews and analogy map surveys were used to investigate how students used analogies in chemistry. The study found that students felt more confident with pictorial-verbal analogies although they were not necessarily able to map these analogies better than verbal (only) analogies. Also, student mapping confidence appeared not to depend upon the level of enrichment supplied and added enrichment did not necessarily aid mapping performance. Further, the analogy maps were useful as a means to identify alternative conceptions and there was little evidence that the analogy maps contributed to the formation of alternative conceptions in the learners.The final chapter draws together and discusses the assertions made in all of the previous studies before considering the contribution of the thesis to theory building. The implications of the research are discussed and suggestions made for future research on analogies in chemistry education. The chapter ++ / concludes by outlining examples of how and where the findings of this research have begun to be disseminated.

Orientador: Roberto Nardi / Banca: Odete Pacubi Baierl Teixeira / Banca: Silvania Sousa do Nascimento / Banca: Isabel Martins / Banca: Sandra Regina Teodoro Gatti / Resumo: Compreender o papel da linguagem na Educação em Ciências tem sido o objeto de investigação de estudos para diversos pesquisadores nos últimos tempos. Além disso, verifica-se, também uma mudança na maneira de compreender o papel da linguagem na educação científica. Ou seja, tem havido um crescente interesse sobre a natureza das interações entre professores e alunos visando à construção de conhecimentos científicos, e sobre o papel das diferentes linguagens e discursos que circulam no contexto interativo discursivo da sala de aula. Diante disso, nos concentramos neste estudo a investigar o processo de mobilização de saberes docentes em cotextos interativos discursivos de ensino de Física envolvendo analogias e seu potencial como recurso didático. Além disso, por estar inserido na área de formação de professores, este estudo também tem por objetivo gerar reflexões acerca do potencial das analogias como recurso didático, possível de subsidiar o desenvolvimento de ações no campo da formação inicial de professores, investigar habilidades que os futuros professores possuem (ou deveriam possuir) visando a produção e o desenvolvimento de atividades de ensino que comportem a analogia como um recurso didático / Abstract: Understanding the role of language in Science teaching has been the object of research studies for many researchers in recent times. Moreover, there is also a change in the way of understanding the role of language in science education. In other words, there has been a growing interest in the nature of interactions between teachers and pupils to the construction of scientifc knowledge and the role of different languages and discourses that circulate in the discursive context of the interactive classroom. Given this, we focus in this study to investigate the mobilization of teachers knowledge in interactive contexts discursive teaching physics involving analogies. On addition, by being inserted in the area of teacher training, this study also aims to generate ideas about the potential of analogies as a teaching tool possible to subsidize the development of actions in the field of initial teacher training, research skills that future teachers have (or should have) aiming at the production and development of educational activities involving the analogy as a teaching resource / Doutor

The present investigation reports a study of contributions and limitations of the use of didactic activities based on analogies for the teaching of conceptual subjects of Physics in the secondary level school. Preoccupation in evaluating analogies influences in the student s learning was considered. To reach this purpose, didactics activities based on analogies were developed. Next, the familiarity of the analogies used in the activities as well as the justifications for this were analyzed through the application of a questionnaire to 157 students and 03 teachers, including one in a researcher position. They act at 2ª and 3ª grades of 4 public secondary level schools of Rio Grande do Sul 64 from Santa Maria, 44 from Candelária and 49 from Nova Palma town. Then, the didactics activities were implementing in the classes of these teachers. At this stage, productions developed by the students were used as instruments to information recording. These productions were gathered as implementations and video-recordings of two classes lasting 50 minutes each, during the school year of ten months. At the end of time, semi-structured interviews were audio-recorded with the teachers and later they were transcribed. The analyses of students answers show that they consider only the lived and visualized analogies. The justification used to the familiarization with the analogies progressed in different aspects. While some students look for lived situations and live experiences in order to justify the familiarity with the analogies, others use knowledge related to the scope of school subjects. The students not only hold knowledge and scientific information learned at school and out of it, as well as they utilize this knowledge and information to produce their answers. Through the implementations developed, it can be observed that meaning each student constructed, around a certain concept, was formed considering the amount of analogical relations that he had established, the limitations identified and the conclusions he elaborated. Thus, it is possible to infer that as the students better understand the process of learning through the use of analogies, it is possible they improve their capacity to compromise with higher levels of learning, that is, of establishing a greater number of relations, limits and of elaborating conclusions with better argumentation. In a general sense, the students observed that learning and, consequently, the improvement in the establishing of relations, identification of limitations and development of conclusions were developed in a progressive sense. This can be supported by the use of activities related to actions classified as procedural. Then, the learning of conceptual subjects through the use of Didactic Activities based on Analogies occurs via procedures. Thus, the learning of procedures occurs slowly and this was permitted throughout the development of activities. It might be inferred that none analogy based activity can be better than the other because all of them bring distinctive aspects. Therefore, it is necessary that their characteristics, familiarity with their knowledge, procedural abilities of the students and guidance of the teacher in their implementation be considered. Generally, analogies bring multiple characteristics, though some of their characteristics can be more observable than others, and some predominant ones can be enough. Commonly, the better students performance in the required activities was observed in that ones which presented the following characteristics: a) the target or analogy presented through images or physical patterns; b) analogies possible of being role played/ simulated; c) few number of related attributes and d) analogy extracted from the everyday (out the area of knowledge). In the current moment, it could be claimed that the Didactic Activities based on Analogies are presented as a possible way to the formation of concepts and to the scope of procedures. To sum up, what can be noted in this investigation is the fact that the students construct a comprehension about the concepts studied and that they are able to perform possible procedures of being analyzed using this kind of activity. That is, they are able to perform, compare, identify, argue and register through the articulation of conceptual and procedural aspects. / A presente investigação relata um estudo das contribuições e limitações do uso de Atividades Didáticas baseadas em Analogias para o ensino de conteúdos conceituais de Física no Ensino Médio. Considerou-se a preocupação em avaliar a influência das analogias na aprendizagem dos alunos. Para tanto, procedeu-se a elaboração de Atividades Didáticas baseadas em Analogias. Em continuidade, verificou-se a familiaridade dos análogos, utilizados nas atividades e as justificativas apresentadas para isso, mediante a aplicação de um questionário a 157 alunos, de 03 professores, incluindo o professor-pesquisador, de 2a e 3a séries de 04 escolas da rede de Ensino Médio do Rio Grande do Sul, 64 de Santa Maria/RS, 44 de Candelária e 49 de Nova Palma. Na seqüência, implementou-se as atividades didáticas nas turmas dos respectivos professores. Nesta etapa foram utilizados como instrumentos para o registro de informações as produções realizadas pelos alunos durante as implementações e a vídeo-gravação das aulas, de duração média de dois períodos (50 minutos cada), ao longo de um período letivo de 10 meses, de março a dezembro de 2004. Ao final deste período, realizou-se com os professores entrevistas semi-estruturadas, audio-gravadas e posteriormente transcritas. A análise das respostas dos alunos revelou que consideram como familiares apenas os análogos vivenciados e visualizados, sendo que as justificativas, para a familiaridade com os análogos, avançaram em sentidos diferentes. Enquanto alguns alunos recorrem a situações vivenciadas, experiências de vida, para justificarem a familiaridade com o análogo, outros recorrem a conhecimentos que se enquadram no domínio dos conteúdos escolares. Os alunos não apenas possuem conhecimentos e informações científicas, provavelmente aprendidos na escola como fora dela, como também se utilizam destes conhecimentos e informações para produzirem suas respostas. Tendo em vista as implementações ocorridas podemos dizer que o significado que cada aluno construiu de um determinado conceito foi formado mediante o conjunto de relações analógicas que estabeleceu, as limitações que identificou e as conclusões que elaborou. Neste sentido, podemos inferir que à medida que os alunos adquirem uma maior compreensão do processo de aprendizagem com a utilização de analogias é possível que eles adquiram uma maior capacidade de se comprometerem com níveis mais elevados de aprendizagem, ou seja, de estabelecerem maior número de correspondências, de limites e de elaborarem sínteses conclusivas com maior argumentação. De maneira geral, comprovou-se que a aprendizagem e, portanto, o avanço no estabelecimento de correspondências, identificação de limitações e elaboração de sínteses conclusivas pelos alunos, aconteceu de forma progressiva. Isto é justificável por estarmos trabalhando, dentro das atividades, com ações que se classificam como conteúdos de caráter procedimental. Portanto, afirma-se que a aprendizagem de conteúdos conceituais, mediante o uso de Atividades Didáticas baseadas em Analogias, ocorre por meio de procedimentos. Por sua vez, a aprendizagem de procedimentos também ocorre de forma lenta, o que foi propiciado ao longo das atividades desenvolvidas. Nosso entendimento é que nenhuma Atividade Didática baseada em Analogia é melhor nem pior, pois todas apresentam aspectos distintos, sendo necessário levarmos em consideração, principalmente, suas características, a amiliaridade com o análogo, as habilidades procedimentais dos alunos e o encaminhamento do professor na implementação. Geralmente, as analogias têm características múltiplas, embora em muitas delas algumas prevaleçam sobre outras, e algumas características predominantes podem ser suficientes. Em geral, o desempenho melhor dos alunos nas tarefas solicitadas foi observado nas atividades que possuíam as seguintes características: a) alvo e/ou análogo representados mediante imagens ou modelos físicos; b) análogo possível de ser dramatizado/simulado; c) menor número de atributos a serem relacionados e d) análogo extraído do cotidiano (exterior a própria área de conhecimento). No presente momento, arriscaríamos afirmar que as Atividades Didáticas baseadas em Analogias mostraram-se como um dos possíveis caminhos à formação de conceitos e ao domínio de procedimentos. Em síntese, o que percebemos em nossa investigação é que os alunos construíram um entendimento dos conceitos estudados e habilitaram-se para realização de procedimentos possíveis de serem ensinados com este tipo de atividade. Representam, comparam, identificam, argumentam e registram, articulando o conceitual ao procedimental.

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-16Bitstream added on 2014-06-13T19:42:11Z : No. of bitstreams: 1 bozelli_fc_dr_bauru.pdf: 1232729 bytes, checksum: cb50e3f6c750cb47683028091f94a1ae (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Compreender o papel da linguagem na Educação em Ciências tem sido o objeto de investigação de estudos para diversos pesquisadores nos últimos tempos. Além disso, verifica-se, também uma mudança na maneira de compreender o papel da linguagem na educação científica. Ou seja, tem havido um crescente interesse sobre a natureza das interações entre professores e alunos visando à construção de conhecimentos científicos, e sobre o papel das diferentes linguagens e discursos que circulam no contexto interativo discursivo da sala de aula. Diante disso, nos concentramos neste estudo a investigar o processo de mobilização de saberes docentes em cotextos interativos discursivos de ensino de Física envolvendo analogias e seu potencial como recurso didático. Além disso, por estar inserido na área de formação de professores, este estudo também tem por objetivo gerar reflexões acerca do potencial das analogias como recurso didático, possível de subsidiar o desenvolvimento de ações no campo da formação inicial de professores, investigar habilidades que os futuros professores possuem (ou deveriam possuir) visando a produção e o desenvolvimento de atividades de ensino que comportem a analogia como um recurso didático / Understanding the role of language in Science teaching has been the object of research studies for many researchers in recent times. Moreover, there is also a change in the way of understanding the role of language in science education. In other words, there has been a growing interest in the nature of interactions between teachers and pupils to the construction of scientifc knowledge and the role of different languages and discourses that circulate in the discursive context of the interactive classroom. Given this, we focus in this study to investigate the mobilization of teachers knowledge in interactive contexts discursive teaching physics involving analogies. On addition, by being inserted in the area of teacher training, this study also aims to generate ideas about the potential of analogies as a teaching tool possible to subsidize the development of actions in the field of initial teacher training, research skills that future teachers have (or should have) aiming at the production and development of educational activities involving the analogy as a teaching resource

Submitted by Caroline Periotto (carol@ufscar.br) on 2016-10-03T14:41:07Z No. of bitstreams: 1 DissNCRP.pdf: 1684444 bytes, checksum: fa2ecd1a5ad3368874f9988692ef0673 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T18:48:43Z (GMT) No. of bitstreams: 1 DissNCRP.pdf: 1684444 bytes, checksum: fa2ecd1a5ad3368874f9988692ef0673 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-13T12:50:33Z (GMT) No. of bitstreams: 1 DissNCRP.pdf: 1684444 bytes, checksum: fa2ecd1a5ad3368874f9988692ef0673 (MD5) / Made available in DSpace on 2016-10-13T12:50:51Z (GMT). No. of bitstreams: 1 DissNCRP.pdf: 1684444 bytes, checksum: fa2ecd1a5ad3368874f9988692ef0673 (MD5) Previous issue date: 2016-03-10 / Não recebi financiamento / We present a discussion about teaching practices, through the organization of courses and the structure of the curriculum, where the formalistic and Cartesian conception of mathematics is incorporated into the teaching of science, used not only as scientific language, but as a model for knowledge organization. The presence of the practice in the classroom is shy and most often used for justification, not for discovery. The overvaluation of the essence of the theories at the expense of its practical effects can ward off the interest of learners and result in the low scientific literacy that we observe the end of the education process. We intend to explore ways of alternative thoughts them the formalist one, and educational practice oriented for challenges, curiosity and discovery. / Apresentamos uma discussão sobre práticas de ensino, a organização das disciplinas e a estrutura do currículo, onde a concepção formalista e cartesiana da matemática é transposta para o ensino de ciências, sendo utilizada não somente como linguagem da Ciência, mas como modelo de organização de conhecimento. A presença da prática nas salas de aulas é tímida e na maioria das vezes utilizada no contexto da justificativa e não da descoberta. A supervalorização da essência das teorias em detrimento dos seus efeitos práticos pode afastar o interesse dos aprendizes e resultar na baixa literacia científica que observamos ao final do processo de educação. Pretendemos explorar modalidades de pensamentos alternativos a perspectiva formalista e uma prática voltada para desafios, curiosidade e descoberta.