Este trabalho é resultado de uma experiência etnográfica que durou três anos, junto a turmas da Educação de Jovens e Adultos (EJA) do Ensino Médio, nas aulas de Biologia, em uma escola estadual no município de Torres – RS. O objetivo geral deste trabalho foi o de vivenciar, através da observação participante, situações que me permitissem apreender informações sobre a cultura da escola (intersubjetividades, padrões de comportamentos, discursos, por exemplo). A finalidade específica – a interpretação da cultura desse ambiente escolar – tornou possível identificar categorias etnográficas. Primeiramente, identifiquei que a Educação Biocêntrica – linha pedagógica que fundamenta a Educação em Ciências Biológicas no contexto estudado – faz parte do sistema de valores que sustenta discursos, ações e intersubjetividades nesse ambiente escolar. A influência da Educação Biocêntrica, apoiada pela professora de Biologia, é identificada não apenas em suas aulas, mas na filosofia dessa instituição estadual que incorporou como traços culturais, diversos elementos dessa linha pedagógica: o respeito aos instintos humanos, a busca pela afetividade, pela consciência corporal, pela socialização, entre outros. Evidenciou-se que a cultura da escola exerce uma influência bem específica nesse grupo, de forma que a apropriação dos conhecimentos de Ciências Biológicas, pelos alunos da EJA, parece ocorrer de forma mais efetiva nas temáticas em torno dos conteúdos corpo humano e saúde, em detrimento dos conteúdos ecologia e meio ambiente. Com base na dimensão social do comportamento manifesto foram evidenciadas duas categorias de estudantes dessa modalidade: o ser e o estar aluno da EJA. A primeira categoria é representada por alunos com defasagem escolar mais acentuada, provocada por movimentos migratórios, ou problemas de ordem pessoal, que afastaram essa parcela de alunos por mais de cerca de dez anos da escola. A segunda representa a parcela de alunos com defasagem escolar menor, mas que desistiram do ensino regular por encontrar na EJA uma opção mais rápida de formação em nível médio. Tais categorias relativizadas são generalizáveis considerando a modalidade em outros contextos semelhantes. Concluímos que a Educação Biocêntrica, interpretada como parte constituinte da cultura da escola, tem uma influência muito mais evidente e significativa para a primeira categoria de estudantes, aqueles que são alunos da EJA, enquanto que para a segunda categoria não têm o mesmo significado. / This research is the result of an ethnographic experience that lasted three years with classes of the education of and adult education (EJA) high school biology classes, in a State school in the municipality of torrés – RS. The overall objective of this work was participating instrumentalization through observation, situations I could seize information about the culture of school (intersubjetividades, patterns of behaviour, speeches). The specific purpose – that the interpretation of culture – school environment made it possible to identify categories etnográficas, which were subjected to analysis ethnological. First, I have identified that the Biocentric education – line behind the biological sciences education studied in context is part of the system of values which underpins the actions, speeches, intersubjetividades intolérable school. The influence of education Biocentric education – preached by Professor of biology is identified not only in their lessons, but in the philosophy of this institution that incorporated as cultural traits, various elements of this educational line: the respect of human instincts, the quest for warmth, body awareness, socialização, and others. Was that the culture of school specific influence well in this group, so that the ownership of biological sciences knowledge by pupils of the EJA, seems to occur, more effectively in thematic around human body content, health detriment to the environment, ecology content. Were highlighted two categories of homestay students, based on the social dimension of behavior that submitted: and be student EJA. The first category is represented by school students with more pronounced lag caused by migratory movements, health problems, socio-economic difficulties that have moved this portion of students for more than ten years of school. The second represents the portion of students with lower school, but lag that regular education did not find in the EJA a fastest average level training. Such categories are sometimes generalizable whereas modality similar in other contexts. We found that education Biocentric education – interpreted as constituent part of the culture of the school, has many more clear and meaningful to the first category of students: those who are students of EJA, while for the second category do not have the same meaning.

Much of what we know about temperature-dependent sex determination (TSD) in reptiles stems from constant temperature incubation studies in the laboratory. In recent years, as TSD studies moved into the field it became evident that TSD was much more complex than previously thought. The present study attempted to reveal the complexity of TSD, as it relates to other features of the species' biology and physical characteristics tractable only in the field, such as fluctuations in incubation temperature and reproductive life history. To this end I studied the ecology of the turtle Carettochelys insculpta, a TSD species inhabiting the wet-dry tropics of northern Australia from 1996 to 1998. I tested hypotheses associated with movements, activity, behaviour, reproduction, nest site choice, nest temperatures, embryonic survival, embryonic aestivation, hatch-ling sex ratios, and emergence in the species. Each of these was also considered in the context of the influence of the wet-dry tropics. Compared to other turtles inhabiting lotic habitats, C. insculpta occupied considerably larger home ranges, covering up to 10 km of river. Of previously published factors influencing home range size, low productivity of the (micro) habitat may best explain the extensive home ranges in C. insculpta. Patchiness and low nutrient value of the chief food (aquatic vegetation) of C. insculpta may force turtles to cover large expanses of river to acquire sufficient energy for growth and reproduction. Females were more active, moved farther, and occupied larger home ranges than males. Home ranges of females comprised 1-4 activity centres, many of which were associated with thermal springs. I suggest that females may exhibit increased activity and movements relative to males because of sexual inequality in parental investment, where food is particularly limiting (e.g., in species with biennial reproduction). Biennial reproduction in the population allowed the examination of the influence of reproductive condition on home range size, movements, and activity. Reproductive condition did not influence home range or activity, but gravid turtles moved father between successive sightings than non-gravid females. Individual data corroborate these findings, with females moving farther between successive sightings while gravid compared to while spent. Contrary to previous reports, turtles did not appear to move into estuarine areas or lowland flood plains during the wet season, but moved into the riparian forest and possibly into wetlands adjacent to the main channel in the vicinity of their dry season home ranges. During the study I documented the turtles' use of small, localized thermal springs discharging from the river bottom. Dataloggers attached to the carapace to monitor ambient water temperatures recorded the frequency and duration of thermal spring use by individuals. Turtles used the thermal springs frequently during the winter (4-6 months) when river temperatures were lower than that of the thermal springs (8 = 29 � 0.52� C). Turtles often utilized thermal springs for several consecutive hours, leaving the springs only to surface for air. Thermal springs may be derived from ground water (which maintains a temperature equivalent to the annual mean air temperature), rather than from a specific geothermal heat source. Nine of 19 radio-telemetered adult females were seen to use thermal springs, of which seven were gravid and two non-gravid. Thus, gravid turtles may seek thermal springs more than non-gravid turtles. Frequency, duration, and timing of usage collectively suggest active thermoregulation as the primary function of thermal spring use. Utilization of thermal springs probably permits turtles to be more active in cooler months, which may enhance growth rates and accumulation of energy for reproduction. Onset of nesting along river stretches with thermal springs preceded nesting in a stretch not known to have thermal springs by 24 days. Thus, I speculate that by warming themselves on thermal springs in the months prior to nesting, turtles may have accelerated follicular development and nested earlier. Female C. insculpta matured at ca. 6 kg body mass (38.0 cm carapace length, 30.5 cm plastron length). Turtles produced egg sizes and clutch sizes similar to that of other turtle species of similar size. Turtles reproduced every second year, but produced two clutches in each breeding year, ca. 40 days apart. Thus, it appeared that females were energy limited, possibly due to the low available energy content of the dry season diet (aquatic vegetation). Life history theory predicts that if some costly behaviour is associated with reproduction, skipping years could reduce that cost and allow savings to be directed into future reproduction. The present study revealed no obvious accessory behaviour in the population. Within years, clutch mass did not differ between early (first) and late (second) clutches. However, earlier clutches tended to have more and smaller eggs per clutch but than later clutches, a new finding for turtles that has been demonstrated in lizards and other animals. Because the study spanned both years with 'big' and 'small' wet seasons, I was able to examine how the magnitude of the wet season influenced reproductive characteristics. Following big wet seasons turtles produced larger, heavier, and more eggs per clutch than they did after small wet seasons. Relationships among body size, egg size, and clutch size were evident after two big wet seasons but not apparent after two small wet seasons. Collectively, annual variation in reproductive characteristics and current life history theory suggest that a big wet season is a plentiful time for the turtles. I investigated beach selection of nesting pig-nosed turtles (Carettochelys insculpta) along a 63 km stretch of river in 1997 and 1998. I used three classes of beaches to examine beach choice: beaches with nests, beaches with only crawls, andbeaches without nests or crawls. Across these beach types I compared aspect, solar exposure, temperature, substrate moisture, height, water depth at approach, and the height of cohesive sand. I located 82 nesting beaches with 221 nests, and identified 171 potential nesting beaches based on previously published criteria. Beaches with nests had a greater substrate moisture content and corresponding higher cohesive sand line (hereafter CSL) than beaches without nests. Beaches with nests also had a higher CSL than beaches with only crawls. Apparently, turtles could not excavate a nest chamber above the CSL due to loose substrate consistency causing sand to fall in on itself. Turtles could only nest at low elevations below the CSL on beaches with lower substrate moisture. Turtles apparently avoided nesting on these beaches due to the higher probability of nest flooding, as corroborated by a concurrent study. Beach temperatures increased with a seasonal increase in air temperatures, and were influenced by aspect and total angle of solar exposure. Temperatures did not differ among beaches with nests, beaches with only crawls, and beaches without crawls or nests. Therefore, there was no indication that turtles were manipulating offspring sex through choice of nesting beach. However, turtles may be manipulating sex by nesting in areas with particular thermal characteristics within beaches. Two related aspects of hatchling emergence were studied. Using emergence phenology data, nest temperatures, historical weather data, and a developmental model, I tested the hypothesis that delayed hatching occurred in C. insculpta, and that such a delay would allow hatchlings to time their emergence to match the onset of the wet season. Hatchling C. insculpta emerged, on average, 17 days later than dates predicted from a developmental model. Combined with observations of hatchlings remaining in eggs until emergence, these results confirmed delayed hatching in nature. This delay was synchronized with initial river rises associated with the onsetof wet season rains, and is consistent with published criteria for embryonic aestivation. On a diel scale, I generated predictions of two potentially competing models for nocturnal emergence in hatchling turtles, based on the knowledge that air temperatures decrease with season during the emergence period. A test of those predictions for C. insculpta produced ambiguous results. However, further analysis indicated that C. insculpta, and probably other nocturnally emerging turtle species, respond to a decline in diel temperature rather than an absolute temperature. The former would ensure nocturnal emergence, while the latter is experienced during the day as well as at night. Nocturnal emergence may be associated with nesting in open microhabitats. The 'decision' of when and where to nest can influence both offspring survival and hatchling sex ratios in animals with temperature-dependent sex determination (TSD). Knowledge of how these maternal attributes influence the incubation environment is an important first step in hypothesizing why TSD evolved in a particular species. 1 studied the influence of nest site choice and timing of nesting on embryonic survival and hatchling sex ratios. Predation and flooding were the major sources of embryonic mortality. Embryonic survival was influenced by both lay date and nest site choice: In one year when nesting began later, nests laid later and at lower elevations were destroyed by early wet season river rises. In other years early nesting precluded flood mortality. However, turtles did not nest at the highest available elevations. I hypothesized that turtles were unable to nest at higher elevations because the sand was dry and not cohesive. A field experiment demonstrated that turtles were constrained to nest at lower elevations where they could construct a nest chamber. A mathematical model predicting hatchling sex from fluctuating temperatures was applied to temperature data from 102 natural nests. Resultsconfirmed a type la pattern of TSD, whereby males are produced from cooler temperatures and females from warmer temperatures. The principal determinant of hatchling sex was lay date. Clutches laid earlier in the season produced mainly males, while later clutches yielded mostly females, due to seasonal ramping of air and sand temperatures. However, nest site choice also exerted an influence on hatchling sex. Female-producing clutches were deposited at higher elevations than male-producing clutches. The onset of nesting was not influenced by water temperatures, but may have been related to the magnitude of the previous wet season(s). Turtles nested earlier after two 'big' wet seasons and later following two 'small' wet seasons. This pattern indicates that the wet season is a plentiful time for the turtles. Adaptive 'differential fitness' models for the evolution of TSD have recently been reviewed and clarified. The differential fitness model that best fits C. insculpta is the 'timematching' model, whereby one sex benefits more than the other from early hatching. Male C. insculpta hatched 2-3 weeks earlier then females, on average. Benefit to early hatching males and, therefore, the ultimate selective mechanism (e.g., growth, time to mature) is unknown. Obtaining such data will likely prove difficult in such a long-lived species. A recent adaptive explanation for the evolution and maintenance of temperaturedependent sex determination (TSD) in reptiles rests upon the assumption that mothers can predict or manipulate offspring sex. I postulated that four physiological and behavioural criteria must be met in order for this assumption to be valid: (1) a strong correlation must exist between substrate temperatures during nest site choice and nest temperatures during the period of development when sex is determined in the egg (thermosensitive period = TSP). (2) Assuming that (1) is possible, mothers would need to be capable of correcting for temporal factors obscuring the predictable thermalcharacteristics of nest sites. This could be accomplished in two ways. By contracting nesting times mothers could assess the relative temperatures of alternate nest sites with some accuracy. A protracted distribution of nesting times could greatly reduce a mother's ability to distinguish between, for example, a cooler nest site at a warmer time and a warmer nest site at a cooler time. Alternatively, mothers would need to be able to incorporate temporal changes in nest site temperatures. (3) Sufficient variation in thermal profiles among nest sites, relative to the breadth of temperatures producing both sexes (pivotal temperatures), would be necessary. For example, if most nests produced both sexes, then depth of the eggs would be the deciding factor determining sex, leaving little opportunity for nest site choice to produce one sex or the other. (4) Mothers would need access to nest sites spanning a range of thermal profiles in order to produce either offspring sex. To this end, home range size relative to the number and location of nesting beaches should be important. I tested these four predictions in Carettochelys insculpta, a beach nesting turtle with TSD, using three years of field data on nest site choice, nesting times, thermal characteristics of nests, hatchling sex ratios, and movements of nesting turtles. A strong positive correlation existed between assessable substrate temperatures at nest site choice and mean daily TSP temperatures in all three years. However, the proportion of explained variation was highly variable among years, and low in 1998. Accordingly, the proportion of nests in which substrate temperatures at nest site choice predicted offspring sex correctly was low in 1998 (48- 62 %, depending on treatment of the data). Nesting times were normally distributed, and combined with diel changes in nest site temperatures greatly reduce a turtle's ability to distinguish between sites that would produce different sexes. Considerable among-clutch variation in thermal profiles to produce variable sex ratios existed, agreeing with other studies on turtles. Radiotelemetry indicated that home rangesencompassed several nesting beaches with differing thermal profiles, indicating scope for producing the desired sex. However, the seasonal increase in air temperatures resulted in an overriding effect of mostly males being produced in early (first) clutches and mainly females being produced in late (second) clutches. Collectively, the results suggest that C. insculpta mothers would find it difficult to predict, and therefore, manipulate hatchling sex, supporting the conventional notion that TSD mothers have little or no control over offspring sex.

Flows of fluids and solid particles through microchannels have a very wide range of applications in biological and medical science and engineering. Understanding the mechanism of microflows will help to improve the development of the devices and systems in those applications. The aim of this study is to develop a sophisticated simulation and analysis technique for the study of fluid-particle flow through microchannels. This work involves construction of mathematical models, development of analytical methods and numerical algorithms, and numerical investigation and analysis. / The study consists of three parts. The first part of the research focuses on the transient flow of an incompressible Newtonian fluid through a micro-annual with a slip boundary. The flow of the fluid is governed by the continuity equation and the Navier-Stokes equations, and is driven by the pressure field with a timevarying pressure gradient. By using the Fourier series expansion in time and Bessel functions in space, an exact solution is derived for the velocity field. The velocity solution is then used to obtain the exact solutions for the flow rate and the stress field. Based on the exact solutions, the influence of the slip parameter on the flow behaviour is then investigated. / The second part of the research focuses on the particle-fluid flow in microchannels. The transport of fluid in the vessel is governed by the continuity equation and the transient Navier-Stokes equations, while the motion of the particles is governed by Newton’s laws. The particle-wall and particle-particle interactions are modelled by the interacting forces, while the particle-fluid interaction is described by the fluid drag force. A numerical scheme based on the finite element method and the Arbitary Lagrangian-Eulerian method is developed to simulate the motion of the particles and the fluid flow in the vessels. The influence of boundary slip on the velocity field in the fluid is also investigated numerically. / Based on the work in the second part, the third part of the research focuses onthe control of the movement of particles in the fluid by applying an external magneticfield to the system. Maxwell’s equations are used to model the magnetic fieldgenerated by the external magnetic source, and a finite element based numericalscheme is developed to solve the underlying boundary value problem for the magneticflux density generated. From the computed flux density and magnetic vectorpotential, the magnetic forces acting on the particles are determined. These magneticforces together with the drag force and the particle-particle interacting forcesdominate the behaviour of the particle motion. A numerical scheme, similar to thatfor the second part of the research, is then developed to study the fluid-particle flowin microchannels under magnetic forces, followed by a numerical investigation onthe influence of the magnetic forces on the particle flow behaviour.

Este trabalho é resultado de uma experiência etnográfica que durou três anos, junto a turmas da Educação de Jovens e Adultos (EJA) do Ensino Médio, nas aulas de Biologia, em uma escola estadual no município de Torres – RS. O objetivo geral deste trabalho foi o de vivenciar, através da observação participante, situações que me permitissem apreender informações sobre a cultura da escola (intersubjetividades, padrões de comportamentos, discursos, por exemplo). A finalidade específica – a interpretação da cultura desse ambiente escolar – tornou possível identificar categorias etnográficas. Primeiramente, identifiquei que a Educação Biocêntrica – linha pedagógica que fundamenta a Educação em Ciências Biológicas no contexto estudado – faz parte do sistema de valores que sustenta discursos, ações e intersubjetividades nesse ambiente escolar. A influência da Educação Biocêntrica, apoiada pela professora de Biologia, é identificada não apenas em suas aulas, mas na filosofia dessa instituição estadual que incorporou como traços culturais, diversos elementos dessa linha pedagógica: o respeito aos instintos humanos, a busca pela afetividade, pela consciência corporal, pela socialização, entre outros. Evidenciou-se que a cultura da escola exerce uma influência bem específica nesse grupo, de forma que a apropriação dos conhecimentos de Ciências Biológicas, pelos alunos da EJA, parece ocorrer de forma mais efetiva nas temáticas em torno dos conteúdos corpo humano e saúde, em detrimento dos conteúdos ecologia e meio ambiente. Com base na dimensão social do comportamento manifesto foram evidenciadas duas categorias de estudantes dessa modalidade: o ser e o estar aluno da EJA. A primeira categoria é representada por alunos com defasagem escolar mais acentuada, provocada por movimentos migratórios, ou problemas de ordem pessoal, que afastaram essa parcela de alunos por mais de cerca de dez anos da escola. A segunda representa a parcela de alunos com defasagem escolar menor, mas que desistiram do ensino regular por encontrar na EJA uma opção mais rápida de formação em nível médio. Tais categorias relativizadas são generalizáveis considerando a modalidade em outros contextos semelhantes. Concluímos que a Educação Biocêntrica, interpretada como parte constituinte da cultura da escola, tem uma influência muito mais evidente e significativa para a primeira categoria de estudantes, aqueles que são alunos da EJA, enquanto que para a segunda categoria não têm o mesmo significado. / This research is the result of an ethnographic experience that lasted three years with classes of the education of and adult education (EJA) high school biology classes, in a State school in the municipality of torrés – RS. The overall objective of this work was participating instrumentalization through observation, situations I could seize information about the culture of school (intersubjetividades, patterns of behaviour, speeches). The specific purpose – that the interpretation of culture – school environment made it possible to identify categories etnográficas, which were subjected to analysis ethnological. First, I have identified that the Biocentric education – line behind the biological sciences education studied in context is part of the system of values which underpins the actions, speeches, intersubjetividades intolérable school. The influence of education Biocentric education – preached by Professor of biology is identified not only in their lessons, but in the philosophy of this institution that incorporated as cultural traits, various elements of this educational line: the respect of human instincts, the quest for warmth, body awareness, socialização, and others. Was that the culture of school specific influence well in this group, so that the ownership of biological sciences knowledge by pupils of the EJA, seems to occur, more effectively in thematic around human body content, health detriment to the environment, ecology content. Were highlighted two categories of homestay students, based on the social dimension of behavior that submitted: and be student EJA. The first category is represented by school students with more pronounced lag caused by migratory movements, health problems, socio-economic difficulties that have moved this portion of students for more than ten years of school. The second represents the portion of students with lower school, but lag that regular education did not find in the EJA a fastest average level training. Such categories are sometimes generalizable whereas modality similar in other contexts. We found that education Biocentric education – interpreted as constituent part of the culture of the school, has many more clear and meaningful to the first category of students: those who are students of EJA, while for the second category do not have the same meaning.

Este trabalho é resultado de uma experiência etnográfica que durou três anos, junto a turmas da Educação de Jovens e Adultos (EJA) do Ensino Médio, nas aulas de Biologia, em uma escola estadual no município de Torres – RS. O objetivo geral deste trabalho foi o de vivenciar, através da observação participante, situações que me permitissem apreender informações sobre a cultura da escola (intersubjetividades, padrões de comportamentos, discursos, por exemplo). A finalidade específica – a interpretação da cultura desse ambiente escolar – tornou possível identificar categorias etnográficas. Primeiramente, identifiquei que a Educação Biocêntrica – linha pedagógica que fundamenta a Educação em Ciências Biológicas no contexto estudado – faz parte do sistema de valores que sustenta discursos, ações e intersubjetividades nesse ambiente escolar. A influência da Educação Biocêntrica, apoiada pela professora de Biologia, é identificada não apenas em suas aulas, mas na filosofia dessa instituição estadual que incorporou como traços culturais, diversos elementos dessa linha pedagógica: o respeito aos instintos humanos, a busca pela afetividade, pela consciência corporal, pela socialização, entre outros. Evidenciou-se que a cultura da escola exerce uma influência bem específica nesse grupo, de forma que a apropriação dos conhecimentos de Ciências Biológicas, pelos alunos da EJA, parece ocorrer de forma mais efetiva nas temáticas em torno dos conteúdos corpo humano e saúde, em detrimento dos conteúdos ecologia e meio ambiente. Com base na dimensão social do comportamento manifesto foram evidenciadas duas categorias de estudantes dessa modalidade: o ser e o estar aluno da EJA. A primeira categoria é representada por alunos com defasagem escolar mais acentuada, provocada por movimentos migratórios, ou problemas de ordem pessoal, que afastaram essa parcela de alunos por mais de cerca de dez anos da escola. A segunda representa a parcela de alunos com defasagem escolar menor, mas que desistiram do ensino regular por encontrar na EJA uma opção mais rápida de formação em nível médio. Tais categorias relativizadas são generalizáveis considerando a modalidade em outros contextos semelhantes. Concluímos que a Educação Biocêntrica, interpretada como parte constituinte da cultura da escola, tem uma influência muito mais evidente e significativa para a primeira categoria de estudantes, aqueles que são alunos da EJA, enquanto que para a segunda categoria não têm o mesmo significado. / This research is the result of an ethnographic experience that lasted three years with classes of the education of and adult education (EJA) high school biology classes, in a State school in the municipality of torrés – RS. The overall objective of this work was participating instrumentalization through observation, situations I could seize information about the culture of school (intersubjetividades, patterns of behaviour, speeches). The specific purpose – that the interpretation of culture – school environment made it possible to identify categories etnográficas, which were subjected to analysis ethnological. First, I have identified that the Biocentric education – line behind the biological sciences education studied in context is part of the system of values which underpins the actions, speeches, intersubjetividades intolérable school. The influence of education Biocentric education – preached by Professor of biology is identified not only in their lessons, but in the philosophy of this institution that incorporated as cultural traits, various elements of this educational line: the respect of human instincts, the quest for warmth, body awareness, socialização, and others. Was that the culture of school specific influence well in this group, so that the ownership of biological sciences knowledge by pupils of the EJA, seems to occur, more effectively in thematic around human body content, health detriment to the environment, ecology content. Were highlighted two categories of homestay students, based on the social dimension of behavior that submitted: and be student EJA. The first category is represented by school students with more pronounced lag caused by migratory movements, health problems, socio-economic difficulties that have moved this portion of students for more than ten years of school. The second represents the portion of students with lower school, but lag that regular education did not find in the EJA a fastest average level training. Such categories are sometimes generalizable whereas modality similar in other contexts. We found that education Biocentric education – interpreted as constituent part of the culture of the school, has many more clear and meaningful to the first category of students: those who are students of EJA, while for the second category do not have the same meaning.

student achievement and attitude changes toward science resulting from three different approaches used in teaching introductory general education biology at Diablo Valley Community College in Pleasant Hill, California , were compared. The three teaching approaches used were the lecture-only, lecture - laboratory and lecture-recitation. The sample was composed of 129 students enrolled in Biology 101 and 102 at Diablo Valley Community College during fall semester 1974-75. Forty-three students comprised the control group taught by the lecture-only method. Forty-three students comprised the experimental group taught by the lecture-laboratory method. Forty-three students comprised a second experimental group taught by the lecture-recitation method. Student Achievement was measured using two subject matter achievement test. One test was the Nelson Biology Test consisting of 65 multiple-choice items. A reliability coefficient of .93 was established using the Kuder Richardson Formula 20. A second achievement test consisting of 100 multiple-choice questions was constructed by the investigator. A reliability coefficient of .89 was established using the Kuder Richardson Formula 20. Student attitude change toward science was measured using a Scientific Attitude Inventory constructed by Richard Moore at Temple University. A reliability coefficient of .73 was established using the Kuder Richardson Formula 20. Analysis of covariance was used to compare mean posttest scores for the three groups involved in each hypothesis. The Scheffe' Test was used to make comparisons between pairs of group mean posttest scores. At the .05 level of significance, it was found that (1) students taught by the lecture-laboratory method had higher mean achievement scores than students taught by the lecture-only method when measured by either the Nelson Biology Test or the teacher-made test, (2) students taught by the lecture-laboratory method did not have significantly different mean achievement scores on the Nelson Biology Test than students taught by the lecture-recitation method, (3) students taught by the lecture-recitation method did not have significantly different mean achievement scores on the Nelson Biology Test or the teacher-made test than students taught by the lecture-only method when SCAT scores were used as the covariate, (4) students taught by the lecture-laboratory method had significantly higher mean achievement scores on the teacher-made test than students in the lecture-recitation group when SCAT scores were used as the covariate, (5) student attitudes toward science were not significantly different for the students taught by the lecture-laboratory method than for students taught by the lecture-recitation method as measured by the Scientific Attitude Inventory, and (6) students attitudes toward science were changed more favorably by the lecture-laboratory and lecture-recitation methods than by the lecture-only method as measured by the Scientific Attitude Inventory. The results of this study suggest that students benefit when they experience a personal involvement with biological materials and laboratory equipment in investigating principles taught in the lecture portion of the course. The personal hands-on experience in designing and carrying out investigations in the laboratory helps students to more closely identify with the biology course and the work of the biologist. Results also suggest that students benefit by the extra time offered by the laboratory experience. Students achieve more and indicate a more favorable change in attitude toward science upon completion of the lecture-laboratory course than do students completing the lecture-only course or the lecture-recitation course.

Made available in DSpace on 2016-04-29T13:17:45Z (GMT). No. of bitstreams: 1 Rita de Cassia Ponte Prado.pdf: 813220 bytes, checksum: eabcc1032d287983f8eaf84391390a84 (MD5) Previous issue date: 2012-05-17 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present work aims to answer two questions: 1- What is (are) the relation (s) between behavior analysis and biological sciences? And 2- The organical variables have an important role in the: constitution and/or comprehension and/or description and/or explanation and/or prediction and behaviour control by behaviour analysis? For this purpose, a sample of a literature was created to meet the search criteria and selection of references. Both of the texts comprising this sample were analized in order to identify passages related to the question 1 as well as those related to the question 2. The passages related to the question 1 were categorized in accordance with the independence relationships, complementarity and integration. Following this discussion, these same passages were categorized through notes which included either the relation considered by the categorization and also the arguments comprised by the passages in order to defend the relationship addressed. The passages referring to question 2 were categorized through 6 notes, which were constituted by sentences addressed to the participation (or not) of organical variables in the constitution of behaviour and meeting the goals of behaviour analysis. From such procedure, and based in the different results obtained, was possible to identify that the behaviour analysis and the biological sciences are both independent and complementary, and can integrate each other. With regards to the role/function delegated to de organical variables by behavioural analysis, it is possible to infer that these variables are adressed as constitutives in the behavioural process and in respect of their roles to meet the goals of behavioral analysis, was identified the existence of divergent opinions among the analized authors some conceive that such variables have a relevant role in order to meet these goals while others rather think the opposite. Although there are divergences, it was found that a major number of authors defended the use of these variables to meet the goals of behaviour analysis / O presente trabalho procurou responder a duas perguntas: 1- Qual (is) a(s) relação (ões) entre a análise do comportamento e as ciências biológicas? e 2- As variáveis orgânicas assumem papel na; constituição e/ou na compreensão e/ou na descrição e/ou na explicação e/ou na previsão e controle do comportamento pela análise do comportamento? Para tanto, foi selecionada uma amostra de uma literatura que, atendesse a critérios de busca e seleção de fontes bibliográficas. Cada um dos textos que compôs esta amostra foi analisado tendo em vista a identificação de trechos que se referiam a questão 1 e os que remetiam-se a questão 2. Os trechos relativos à questão 1 foram categorizados de acordo com as relações de independência, complementaridade e integração. Na sequência, estes mesmos trechos foram classificados a partir de comentários que incluíam tanto a relação já abordada pela categorização, como também os argumentos empregados por tais trechos em defesa da relação em questão. Os trechos que se referiam à questão 2 foram classificados por meio de seis comentários, os quais foram compostos por sentenças que diziam respeito à participação (ou não) das variáveis orgânicas na constituição do comportamento e no atendimento dos objetivos da análise do comportamento. A partir de tal procedimento, e com base nos diferentes resultados obtidos, identificou-se que a análise do comportamento e as ciências biológicas são independentes e complementares, bem como passíveis de se integrarem. No que diz respeito ao papel/função delegado às variáveis orgânicas pela análise do comportamento, pôde-se constatar que estas variáveis são apontadas como constitutivas do processo comportamental e no que se refere ao papel delas no atendimento dos objetivos da análise do comportamento, identificou-se a existência de uma divisão de opinião entre os autores analisados - alguns concebem que tais variáveis assumem papel de relevância para o atendimento destes objetivos enquanto outros sustentam o argumento oposto. Apesar desta divisão, constatou-se que um número maior de autores defenderam a utilização destas variáveis no atendimento dos objetivos da análise do comportamento

Made available in DSpace on 2016-04-27T14:31:25Z (GMT). No. of bitstreams: 1 Luciana Aparecida Goncalves Oliveira.pdf: 2112144 bytes, checksum: dbdde99b5a18de2a76d1283de366c122 (MD5) Previous issue date: 2014-10-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present investigation is based on the concept of Bioethics as the ethics of life, assuming a systematic study of human conduct in the realm of human care and life sciences, without failing to contextualize all forms of life and the environments required for its existence. The present research aims at investigating the fundamental body of knowledge required to support the practice of teachers of Bioethics in the Graduate Programme of Biological Sciences. The relevance of the theme is justified by the scarcity of studies that approach the educational aspects of Bioethics, mainly in reference to the knowledge and practice of the teachers of this subject and also by the valuable contributions of Bioethics to the initial formation of teachers of Biological Sciences. As for the methodological approach, the choice was for a documental analysis, of a descriptive nature, concentrating on the official documents from the Brazilian Ministry of Education and Culture, complemented by a bibliographical survey and field survey, based on a quantitative analysis. The universe of the research was composed by 21 teachers of Bioethics in colleges and universities in the state of Minas Gerais, who were selected from Graduate Programmes in Biological Sciences that contemplated Bioethics in their curricula. All the teachers involved signed a Term of Agreement and a questionnaire; of all the teachers, 6 (six) accepted to take part in the research and from these six, 5 (five) were invited for an interview when their emergent ideas, regarding the knowledge and practice needed to support their status of being a teacher , were categorized. The results show the absence of this discipline in the majority of the courses and also the lack of relevance attributed to it in the educational scenario, as the National Educational Council remains silent regarding the need of including it in the Biological Sciences Courses. As for the knowledge and practice to support their status of being a teacher , what became evident was the diversity in the initial and continuous teacher development programmes and the lack of instruction and teaching of this specific discipline. The knowledge and practice of teachers are built based on the relationship with the students and are not yet very formalized and the ones that influence the most the pedagogical practices of the teachers that participated in the research are mainly that ones that come from experience, followed by the disciplinary knowledge. It was verified that the knowledge and practice to support being a teacher in the discipline of Bioethics involve several variables, such as: knowledge of different field areas, different sources of knowledge acquisition, different approaches of everyday life themes, different teaching strategies and human interactions/relationships; aspects which are implied in a creative process of teaching, capable of turning the time of the lesson into a motivating practice connected to a rich environment of learning and experiences exchange, open to active participation and incitement of new knowledge from both teachers and students. This research suggest the creation of courses of teacher development in Bioethics with a view to widen the knowledge of knowing to know, knowing to do, as well the creation of the necessary conditions for the teacher of Bioethics to be able to develop both as a teacher and as a human being / Esta investigação parte da concepção de Bioética como a ética da vida, pressupondo o estudo sistemático da conduta humana no âmbito das ciências da vida e do cuidado com o ser humano, sem deixar de contextualizar todas as formas de vida e o ambiente necessário para que a mesma ocorra. A presente tese tem como objetivo investigar saberes fundamentais para alicerçar a prática (fazeres) do ser professor de Bioética na Licenciatura em Ciências Biológicas. Assinala-se assim, a pertinência do tema diante da carência de estudos sob a ótica educacional da Bioética, principalmente no tocante aos saberes e fazeres do ser professor dessa disciplina, uma vez que se entende que as contribuições da Bioética podem ser de grande valia na formação inicial de professores de Ciências e Biologia. Quanto ao percurso metodológico, optou-se por uma análise documental, de cunho descritivo, com enfoque nos documentos oficiais do Ministério da Educação e Cultura; complementando-se esta investigação por meio de levantamento bibliográfico e pesquisa de campo, com base na abordagem qualitativa. Para o universo desta pesquisa foram selecionados 21 professores de Bioética de instituições de ensino superior do estado de Minas Gerais, que oferecem cursos de Licenciatura em Ciências Biológicas e que contemplam a disciplina Bioética em suas matrizes curriculares. A todos os professores foram enviados um TCLE (Termo de Consentimento Livre e Esclarecido) e um questionário; do total desses, 6 (seis) professores aceitaram participar da pesquisa, e destes, 5 (cinco) foram convidados para uma entrevista, por meio dos quais buscou-se categorizar as ideias emergentes, quanto seus saberes e fazeres para a promoção da condição do ser professor . Os resultados da pesquisa revelam a ausência dessa disciplina na maioria dos cursos e a não pertinência da disciplina no cenário educacional, uma vez que o Conselho Nacional de Educação, por meio de suas diretrizes, omite-se em relação à presença desta disciplina nos cursos de Ciências Biológicas.Com relação aos saberes e fazeres para o ser professor , evidenciou-se a diversidade de formação inicial, continuada e a ausência de formação ligada especificamente à disciplina. Os saberes e fazeres desses professores constroem-se na relação com os alunos e ainda são pouco formalizados, sendo os saberes da experiência, os que mais influenciam na prática pedagógica dos professores participantes da pesquisa, seguidos pelos saberes disciplinares. Verificou-se que os saberes e fazeres para o ser professor da disciplina Bioética envolvem múltiplas variáveis, entre elas: saberes de diversas áreas do conhecimento, fontes de aquisição do conhecimento, abordagens sobre temas da vida cotidiana, estratégias de ensino e interações/relações humanas; aspectos esses implicados a um processo criativo de planejamento de ensino, capaz de configurar o momento da aula, como um fazer empolgante atrelado a um ambiente rico em troca de vivências e aprendizagens, aberto à participação ativa e provocação de novos saberes, tanto aos alunos como também aos professores. A pesquisa sugere a criação de cursos de formação em Bioética com vistas a ampliar o saber-saber e o saber-fazer, bem como criar condições que promovam o professor de Bioética, incluindo nesta perspectiva, a possibilidade do fazer- se como ser humano e como professor

Over the last few years, numerous studies and discussions have taken place regarding the results achieved by doctorates with education completed in Brazil and abroad, and they have raised questions about the programs contributions to the scientific, technical, cultural, and innovation in the area of the Biological Sciences II discipline. Primarily, the studies main purpose was to verify quantitatively the data referring to the scientific productivity of the participants of the Capes PhD programs in Brazil and overseas. The data was compiled using their professional experience, completed academic supervisions, and published articles. The quantitative data analysis, which included a sample of 37 former fellows in each modality, showed no significant difference between the two programs. There was a predisposition of the Brazilians students to publish a greater number of articles. On average, they had published 1.29 more articles, when compared to the students abroad. There were 808 articles published by 36 the participants in the country; versus 517 published article by 24 overseas students. One scholarship recipient in Brazil did not present results regarding the scientific production. As for the participants abroad that number was 13. The number of participants that were working in this particular field of study was also higher for those who held a doctorate in Brazil, with 31 researchers, compared to 23 of the total number of students who did their PhD studies in a foreign country. With respect to academic supervisions, students who studied abroad supervised 91 students, while students, whose studies were held in Brazil, supervised 82 students on average. Some of the participants that held their PhD outside of Brazil went to universities with an aggregated institutio nal prestige that was deemed lower when compared to the Brazilian universities. It was concluded that, in the case of Biological Sciences II, Capes could improve its selective process for those seeking a full PhD scholarship outside of the country by establishing a more stringent selection process. The objective would be to produce a more effective process that would benefit both the students and CAPES. This improved process could facilitate the re- integration back into the academic life as well as assist the scientific productivity of the students after they have finished their studies abroad. / Ao longo dos últimos anos, inúmeras discussões e estudos surgiram a respeito dos resultados alcançados com a formação plena de doutores no Brasil e no Exterior, colocando em questão as suas contribuições para o cenário técnico-científico, cultural e inovador brasileiro. O presente trabalho objetivou verificar, de forma preliminar, a atuação profissional, bem como a colaboração científica dos ex-bolsistas da Capes, durante e após a realização do Doutorado Pleno no Exterior e no País, na área de Ciências Biológicas II, tendo como base o número de artigos publicados, assim como as informações sobre o local de realização dos estudos, o vínculo funcional e as orientações realizadas. Os dados apresentaram 37 exbolsistas para cada modalidade, sendo que diferenças significativas entre os dois programas não foram notadas. Percebeu-se a tendência dos ex-bolsistas no país em apresentarem uma maior produção cient ífica. Em média, estes publicaram 1,29 artigos a mais, se comparados aos ex-bolsistas no exterior. Foram 808 artigos publicados por 36 ex-bolsistas do país; 517 publicados por 24 ex-bolsistas do exterior. Um único ex-bolsista no Brasil não apresentou resultados quanto à produção científica. Quanto aos ex-bolsistas no exterior esse núme ro é de 13. O número de ex-bolsistas com vinculação empregatícia também se mostrou superior para os que realizaram o Doutorado no Brasil, constando 31 pesquisadores com vínculo, contra 23 do total de ex-bolsistas que desenvolveram as atividades plenas no exterior. Com relação às atividades de ensino e pesquisa, os ex-bolsistas que realizaram seus estudos no exterior orientaram pouco mais alunos (91), quando comparados aos ex-bolsistas do país (82). Alguns ex-bolsistas do Doutorado Pleno no Exterior tiveram como destino instituições de prestígio abaixo de algumas universidades brasileiras, onde os ex-bolsistas do Doutorado Pleno no País realizaram seus estudos. Concluiu-se que, em se tratando da CB-II, a Capes deve aumentar o rigor para conceder bolsas de Doutorado Pleno no Exterior, estabelecendo, possivelmente, um processo indutivo de seleção de bolsa, a fim de garantir procedimentos mais efetivos que facilitem a inserção acadêmica, assim como a manutenção do processo de produção cientifica dos bolsistas egressos do exterior.

The scenario of Brazilian education has been improving year on year, according to official figures. However, with regard to the teaching of science and practical classes, especially in public schools, there is still a long way to go. In view of this, and seeking help to illustrate the current state of public schools regarding the existence and use of school laboratories, whether in science or computer, we proposed that this work aims to: make a diagnosis of the situation of public schools elementary schools in the cities of Barra do Quaraí and Uruguaiana located on the western border of Rio Grande do Sul, in relation to the presence and use of school laboratories, both computer science and propose the effective use of space, especially the science lab, suggesting appropriate management techniques and waste treatment practices from lessons and suggest the implementation of a project for a science lab in the School Hall Elementary School October 22, located in Barra do Quaraí. To perform the first phase were carried out visits to 35 schools, state and municipal, urban and rural areas. During his visit to the 1430 questionnaire were applied students, 46 teachers and 37 administrators. Of all the schools surveyed, was found the following situation: have 16 science lab and computer lab are 34 (only one state school does not have either). Where permitted, the spaces were visited in order to see the facilities and infrastructure. With the data collected it was possible to detect positive and negative aspects of the use or nonuse of the laboratories for each category, as well as evaluating the importance of these activities and these spaces represent the school life of students and the group of teachers and administrators. These data served as a basis for the production of the second phase, which was the production of two booklets, one containing the proposal and suggested the use of experimental activities and the other dealing with the issue of waste and safety when conducting the practical classes. The third phase involved the preparation of the proposed deployment of the laboratory. The data analysis, and result in a manuscript, also allowed to profile all those involved in research as well as the vision of the same when it comes to practical classes. Thus, the booklets are a way to encourage the use of laboratories and assist teachers in planning classroom practices. Also, addressing the issue of waste, we seek to answer questions about the proper disposal of waste and waste resulting from the experimental activities. Each of the materials produced with this work counts as a contribution and response to each school that agreed to participate. / O cenário da educação brasileira vem melhorando ano a ano, conforme os índices oficiais. Entretanto, no que se refere ao ensino de ciências e aulas práticas, especialmente nas escolas públicas, ainda há um longo caminho a percorrer. Em vista disso, e buscando contribuir para ilustrar a situação atual das escolas públicas no que tange à existência e uso dos laboratórios escolares, sejam eles de ciências ou de informática, propusemos este trabalho que tem como objetivos: elaborar um diagnóstico da situação das escolas públicas de ensino fundamental nas cidades de Uruguaiana e Barra do Quaraí, localizadas na fronteira oeste do Estado do Rio Grande do Sul, no que se refere à presença e uso de laboratórios escolares, tanto de ciências quanto de informática, propor a utilização efetiva dos espaços, especialmente do laboratório de ciências, sugerindo técnicas adequadas de gestão e tratamento de resíduos oriundos das aulas práticas e sugerir a implantação de um projeto de um laboratório de ciências na Escola Municipal de Ensino Fundamental 22 de Outubro, localizada na cidade de Barra do Quaraí. Para realização da primeira fase foram realizadas visitas a 35 escolas, estaduais e municipais, de zona urbana e rural. Durante essa visita foram aplicados questionários a 1430 alunos, 46 professores e 37 gestores. Do total das escolas pesquisadas, foi encontrada a seguinte situação: 16 possuem laboratório de ciências e 34 possuem laboratório de informática (somente uma escola estadual não apresenta nenhum dos dois). Sempre que permitido, foram visitados os espaços com a finalidade de conhecer as instalações e infraestrutura. Com os dados coletados foi possível detectar aspectos positivos e negativos do uso ou não dos laboratórios para cada categoria, bem como avaliar a importância que essas atividades e esses espaços representam na vida escolar dos alunos e para o grupo de professores e gestores. Tais dados serviram também de subsídios para a elaboração da segunda fase, que foi a confecção de duas cartilhas, uma contendo a proposta de uso e sugestão de atividades experimentais e outra tratando a questão dos resíduos e da segurança durante a realização das aulas práticas. A terceira fase compreendeu a elaboração da proposta de implantação do laboratório. A análise dos dados, além de resultar em um manuscrito, também permitiu traçar o perfil de todos os envolvidos na pesquisa, bem como da visão dos mesmos no que tange às aulas práticas. Sendo assim, as cartilhas representam um meio de incentivar o uso dos laboratórios e auxiliar os professores no planejamento das aulas práticas. Igualmente, abordando a questão dos resíduos, busca-se sanar dúvidas quanto à eliminação correta dos resíduos e rejeitos que resultam das atividades experimentais. Cada um dos materiais produzidos com a realização deste trabalho conta como contribuição e resposta a cada escola que aceitou participar da pesquisa.