Resumo: A literatura específica da área de Ensino de Ciências tem apresentado importantes discussões sobre dificuldades de aprendizagem e compreensão de conceitos científicos pelos alunos. Diante disso, já há algum tempo a História da Ciência tem sido defendida enquanto elemento que pode auxiliar no processo de ensino-aprendizagem dos conceitos científicos. Apesar do potencial educacional que é atribuído à História da Ciência e do esforço que tem sido feito para aproximá-la da educação científica, existem algumas barreiras que podem inviabilizar o sucesso desta aproximação impedindo que ela cumpra, efetivamente, o seu papel frente ao Ensino de Ciências. Dentre as barreiras que a literatura aponta, destacamos a falta de material histórico de qualidades e acessível a alunos e professores que possa subsidiar práticas metodológicas em sala de aula. No bojo dessa escassez está a falta de traduções de fontes primárias para o português. Tendo em vista tal contexto, este trabalho de doutorado tem como objetivo geral de fazer a tradução comentada dos dez artigos de Stephen Gray (1666-1736) relacionados à eletricidade. Dos dez textos traduzidos, nove foram publicados no periódico Philosophical Transactions of the Royal Society e uma carta foi publicada por Chipman (1954). Como objetivo específico propomos elaborar um conjunto de elementos, os quais denominamos de recursos didáticos, que possam ampliar o acesso de professores e alunos ao conteúdo das traduções: comentários em forma de notas; figuras; experimentos históricos com material de baixo custo; breve biografia do autor do texto traduzido; linha do tempo do período em questão; introdução geral ao texto. Stephen Gray foi um importante, porém mencionado, pesquisador do início do Século XVIII. Seu trabalho trouxe importantes... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The specific literature related to Science Education has presented important discussion on the difficulties faced by students in the learning and understanging of scientific concepts. In this context, some time ago the History of Science has been advocated as an element that can facilitate the process of teaching scientific conceps. Despite the educational potential that is assigned to the History of Science and the effort that has been done to bring it closer to Science Education, there are some barriers that can hinder the sucess of this approach, preventing it to fulfill effectively its role with the teaching of science. Among the barriers pointed out by the literature, we emphasize the lack of historical material with quality and accessible to students and teachers that can subsidize methodological practices in the classroom. Among this shortage of historical material, there is a lack of Portuguese translations of primary sources. Given this context, the main goal of this PhD work is the translation into Portuguese of the ten articles of Stephen Gray (1666-1736) related to electricity. Of the ten translated texts, nine were published in the Philosophical Transactions of the Royal Society and a letter was published by Chipman (1954). The specific goal of this thesis is to prepare a set of elements, which we will call teaching resources, that can expand the accesss of the content of the translations to teachers and students: comments as notes; figures; historical experiments with law-cost material; brief biography of the author of the tranlated text; timeline of the period; and a general introduction to the text. Stephen Gray was an important, though rarely mentioned, researcher at the beginning of the Eighteenth Century. His work has brought important contributions to the field of electricity. Some of his... (Complete abstract click electronic access below) / Orientador: André Koch Torres de Assis / Coorientador: João José Caluzi / Banca: Marcos Cesar Danhoni Neves / Banca: Lizete Maria Orquiza de Carvalho / Banca: Shirley Takeco Gobara / Banca: Moacir Pereira de Souza Filho / Doutor

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-12-05Bitstream added on 2014-06-13T19:20:57Z : No. of bitstreams: 1 boss_slb_dr_bauru.pdf: 2627040 bytes, checksum: 5b6012ee8569de12b829b82b526d8736 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A literatura específica da área de Ensino de Ciências tem apresentado importantes discussões sobre dificuldades de aprendizagem e compreensão de conceitos científicos pelos alunos. Diante disso, já há algum tempo a História da Ciência tem sido defendida enquanto elemento que pode auxiliar no processo de ensino-aprendizagem dos conceitos científicos. Apesar do potencial educacional que é atribuído à História da Ciência e do esforço que tem sido feito para aproximá-la da educação científica, existem algumas barreiras que podem inviabilizar o sucesso desta aproximação impedindo que ela cumpra, efetivamente, o seu papel frente ao Ensino de Ciências. Dentre as barreiras que a literatura aponta, destacamos a falta de material histórico de qualidades e acessível a alunos e professores que possa subsidiar práticas metodológicas em sala de aula. No bojo dessa escassez está a falta de traduções de fontes primárias para o português. Tendo em vista tal contexto, este trabalho de doutorado tem como objetivo geral de fazer a tradução comentada dos dez artigos de Stephen Gray (1666-1736) relacionados à eletricidade. Dos dez textos traduzidos, nove foram publicados no periódico Philosophical Transactions of the Royal Society e uma carta foi publicada por Chipman (1954). Como objetivo específico propomos elaborar um conjunto de elementos, os quais denominamos de recursos didáticos, que possam ampliar o acesso de professores e alunos ao conteúdo das traduções: comentários em forma de notas; figuras; experimentos históricos com material de baixo custo; breve biografia do autor do texto traduzido; linha do tempo do período em questão; introdução geral ao texto. Stephen Gray foi um importante, porém mencionado, pesquisador do início do Século XVIII. Seu trabalho trouxe importantes... / The specific literature related to Science Education has presented important discussion on the difficulties faced by students in the learning and understanging of scientific concepts. In this context, some time ago the History of Science has been advocated as an element that can facilitate the process of teaching scientific conceps. Despite the educational potential that is assigned to the History of Science and the effort that has been done to bring it closer to Science Education, there are some barriers that can hinder the sucess of this approach, preventing it to fulfill effectively its role with the teaching of science. Among the barriers pointed out by the literature, we emphasize the lack of historical material with quality and accessible to students and teachers that can subsidize methodological practices in the classroom. Among this shortage of historical material, there is a lack of Portuguese translations of primary sources. Given this context, the main goal of this PhD work is the translation into Portuguese of the ten articles of Stephen Gray (1666-1736) related to electricity. Of the ten translated texts, nine were published in the Philosophical Transactions of the Royal Society and a letter was published by Chipman (1954). The specific goal of this thesis is to prepare a set of elements, which we will call teaching resources, that can expand the accesss of the content of the translations to teachers and students: comments as notes; figures; historical experiments with law-cost material; brief biography of the author of the tranlated text; timeline of the period; and a general introduction to the text. Stephen Gray was an important, though rarely mentioned, researcher at the beginning of the Eighteenth Century. His work has brought important contributions to the field of electricity. Some of his... (Complete abstract click electronic access below)

Blue-green infrastructure have been more lucrative during the last 30 years, since urbanizationbrings more impervious surfaces that increases stormwater runoff volumes. Amongst thedifferent blue-green infrastructures there are e.g., constructed wetlands and swales. Blue-greeninfrastructure means more natural management of the stormwater, such as infiltration. Forinfiltration of water, the hydraulic conductivity is an important parameter, but also the abilityto remove dissolved pollutants. In literature, various studies of filter materials are only testedfor single dissolved pollutants, which might be a disadvantage as this does not represent fieldconditions where metals usually co-exist. Economic costs are also an important parameter,unfortunately not always targeted in research. In this thesis, the efficiency of five different material mixtures for removing typical dissolvedstormwater pollutants: chromium (Cr), copper (Cu), nickel (Ni), phosphorus (P), lead (Pb) andzinc (Zn) were studied. The mixtures were following: 1) crushed rock + soil (RO_SO) 2)crushed rock + soil + LECA 4/10 + biochar (RO_SO_BC_LC4). 3) crushed rock + soil + LECA10/20 + biochar (RO_SO_BC_LC10). 4) Soil (SO). 5) crushed rock + soil + biochar(RO_SO_BC). This study was a part of blue-green investments that is being made in Östersundmunicipality and the use of low-cost materials for stormwater treatment are examined. The study was made using batch equilibrium tests, to determine the sorption capacity fordifferent material mixtures, using dissolved metal- and P-solutions. The measured data werefitted to Freundlich, Langmuir, Temkin, Dubinin-Radushkevich and Redlich-Petersonisotherms. Economic feasibility has also been compared between the material mixtures.Results showed that SO had the best sorption capacity for all metals and P, with rankingPb > Cr > Cu > Ni > Zn for the metals. All material mixtures showed a removal efficiency of79-99%, at the lowest concentration (1mg/L) for the metals and 31-62% for the lowestconcentration of P-single solution (1mg/L). Using additional materials in the mixtures, such asbiochar, slightly improved the sorption capacities of Pb and P. Redlich-Peterson isothermsprovided the best fits to the data. An economic evaluation of the ingoing materials shows thatSO and RO_SO are undoubtedly the most feasible alternatives for removal of targeted metalsand P.

Batch equilibrium and dynamic column studies were undertaken to compare the metal-removal capabilities of two natural, low-cost materials (dried, crushed brown seaweed and shrimp shells) with a commercially available strong acid cation exchange resin (CER). All media maintained structural and hydraulic integrity over the duration of the column experiments. The batch tests showed that the low-cost materials demonstrated high adsorption capacities and affinities to Pb, Cu, Cd and Zn, but were slightly outperformed by the CER. Metal removal by each media was far superior to that reported for other types of low cost materials. Fixed beds of each media reduced concentrations of the target metals in a synthetic drainage water solution to levels below reference values measured at a case study site. This result suggests that any of the materials tested have the potential to completely remove impacts of a point source of metal contamination on the local water regime at the site. The CER column sustained the longest service time without large-scale breakthrough of any metal.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-19T14:36:22Z No. of bitstreams: 1 emelygirondossantos.pdf: 3291816 bytes, checksum: a0298032a50de012389ebc9c05890aa0 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-23T15:38:43Z (GMT) No. of bitstreams: 1 emelygirondossantos.pdf: 3291816 bytes, checksum: a0298032a50de012389ebc9c05890aa0 (MD5) / Made available in DSpace on 2018-07-23T15:38:43Z (GMT). No. of bitstreams: 1 emelygirondossantos.pdf: 3291816 bytes, checksum: a0298032a50de012389ebc9c05890aa0 (MD5) Previous issue date: 2018-05-18 / O presente trabalho tem por princípio básico o ensino de Eletricidade, especificamente o tema “Eletrostática”, através da atividade prática/experimental em sala de aula. Baseados nas principais ideias de Vygotsky, produzimos um kit didático utilizando materiais de baixo custo e de fácil acesso, observando o propósito de sua reprodução e aplicação pelos professores de Física e de Ciências no país, se assim o desejarem. Este kit didático contém material para construção de instrumentos com foco na realização de experiências que facilitem a aprendizagem de alguns tópicos como cargas elétricas de sinais diferentes, atração e repulsão elétrica, conservação de carga elétrica, estudo de condutores e isolantes, entre outros. A aplicação do produto efetuou-se em uma turma de 9º ano do Ensino Fundamental e em uma turma do 3º ano do Ensino Médio de duas escolas do município de Juiz de Fora – MG durante as aulas de Física. Ao longo da aplicação, observamos o grande interesse dos estudantes em montar os instrumentos e participar das atividades por se diferenciar das aulas expositivas tradicionais. Outro benefício observado foi a melhor compreensão dos conteúdos trabalhados. Analisamos a aplicação do kit, os questionários e textos livres escritos pelos estudantes, bem como suas participações durante os experimentos em sala de aula. Com esta análise pudemos evidenciar que atividades práticas têm um papel muito importante no processo de aprendizagem do aluno por auxiliar na conexão entre a abstração de conceitos e os fenômenos vistos no decorrer da prática experimental. Os materiais que compõem o kit e a montagem dos instrumentos utilizados estão descritos no Capítulo 4, enquanto que os experimentos realizados estão relatados no Apêndice B desta dissertação. O projeto, de maneira geral, nos mostrou a importância em se buscar novas estratégias e metodologias que possam servir como suporte no ensino de Física e de Ciências, dando aos estudantes a oportunidade de testar fenômenos pouco observados. / The present work has for basic principle the teaching of Electricity, specifically the theme “Electrostatics”, through practical/experimental activity at the classroom. Based in the main ideas of Vygotsky, we produced a didactic kit using materials which have low cost and easy access, aiming its reproduction and application by the teachers of Physics and Science in Brazil, if they wish. This didactic kit contains materials for the construction of instruments with focus on the realization of experiences which facilitate the learning of some topics such as electric charges of opposite signs, electric attraction and repulsion, conservation of electric charge, study of conductors and insulators, etc. The didactic kit was applied in a class of the ninth grade of an Elementary School and in a class of the third year of another High School in the city of Juiz de Fora – MG during the Physics classes. Through the application of the kit, we noticed the great interest of the students in assembling the instruments and participating in the activities, as it is different from the traditional expositive classes. Another benefit observed was the better understanding of the subject matter presented in the classroom. We analyzed the application of the kit, the questionnaires and free texts written by the students, together with their participation in the experiments during the classes. With this analysis we concluded that practical activities have a very important role in the learning process of the students as they help to establish the connection of the abstract concepts with the real phenomena observed during the experiments. The materials that compose the kit and the assembly of the instruments used are described in Chapter 4, while the experiments realized are described in Appendix B of this Masters dissertation. The project, in general, showed us the importance to search new strategies and methodologies which could serve as a support in the teaching of Physics and Science, giving the students the opportunity to test phenomena rarely observed.