The problem in this study is to determine the worth of natural science as an incentive to the learning of the retarded pupils in the group, and as a means of orienting the new pupils in the group.

No description available.

No description available.

The assumption of the present study is that teachers should possess an adequate understanding of the nature of science and scientific method and hence this aspect was investigated. The empirical research carried out with Secondary School teacher trainees at Botswana colleges of education showed the following: Subjects possess an adequate understanding of some aspects of the nature of science and several aspects of the scientific method. They however do not have an adequate understanding on certain aspects of the nature of science. An association was found between the nature of science, type of educational institution attended, years of study and majoring in science. A positive association was found between scientific method and years spent studying. The present study recommended the inclusion of history, philosophy and sociology of science in the curriculum of teacher education. / Educational Studies / M. Ed. (with specialisation in Natural Science Education)

Acompanha: Proposta pedagógica crítica: articulação entre o teatro do oprimido e o ensino de ciência / Este estudo foi motivado em torno da seguinte inquietação, como o ensino de ciências, em uma perspectiva crítico-problematizadora, no serviço de acolhimento institucional, pode contribuir para a formação científica e educacional de adolescentes em condição de vulnerabilidade? Essa questão tem por objetivo geral analisar a contribuição do ensino de ciências desenvolvido em ambiente de acolhimento institucional, em uma perspectiva crítico-problematizadora freireana, para a promoção do conhecimento científico às adolescentes acolhidas e identificando como o processo de significação conscientizadora, do qual as acolhidas são autoras, colabora para a sua transformação individual e social. A presente investigação busca auxiliar significativamente na preparação e na formação das adolescentes para sua autonomia ao chegarem aos dezoito anos, essa ação educacional vem promover o conhecimento científico, a partir do acesso ao ensino de ciências no acolhimento institucional, como também, apoiá-las no processo de ruptura do ciclo de violência na história de suas vidas. Nessa perspectiva, a pesquisa é embasada na educação problematizadora e transformadora com pressupostos freireanos, com as contribuições da Pedagogia do Oprimido. Como procedimentos metodológicos da pesquisa-ação, utiliza-se o desenvolvimento de duas das técnicas, sendo o Teatro Imagem e o Teatro Fórum, do método teatral conhecido por Teatro do Oprimido, criado por Augusto Boal. Posteriormente, articula-se a promoção do conhecimento científico pautado nos Momentos Pedagógicos, referenciados por Delizoicov, Angotti e Pernambuco. Para analisar os dados e informações trazidos pela pesquisa de campo se recorre à Análise Textual Discursiva, considerando a audiogravação realizada em cada encontro com as adolescentes, destacando-se as categorias a priori e as emergentes manifestadas no estudo. Concluindo com a apresentação dos resultados, nos quais foi possível verificar a contribuição do ensino de ciências, em espaço de educação não formal, como também identificar o processo de significação conscientizadora, em que notou-se a presença da consciência crítica ao final do percurso da pesquisa de campo. / This study was motivated by the following disquiet, how can teaching science, in a critical-problematizing perspective, in the institutional reception service, contribute to the scientific and educational formation of vulnerable adolescents? The general objective of this question is to analyze the contribution of science education developed in an institutional reception environment, in a Freirean critical-problematizing perspective, for the promotion of scientific knowledge to the adolescents and identifying as the process of meaningful awareness, of which the receptions Are authors, collaborates for their individual and social transformation. The present research seeks to help significantly in the preparation and training of adolescents for their autonomy when they reach the age of eighteen, this educational action promotes scientific knowledge, based on access to science education in the institutional reception, as well as support them in the Process of breaking the cycle of violence in the history of their lives. From this perspective, the research is based on problematizing and transformative education with Freirean presuppositions, with the contributions of the Pedagogy of the Oppressed. As methodological procedures of the action research, the development of two of the techniques, being the Image Theater and the Theater Forum, of the theatrical method known as Theater of the Oppressed, created by Augusto Boal. Subsequently, articulates the promotion of scientific knowledge based on the Pedagogical Moments, referenced by Delizoicov, Angotti and Pernambuco. In order to analyze the data and information brought by the field research, we use the Discursive Textual Analysis, considering the audio-recording performed in each encounter with the adolescents, highlighting the a priori and emerging categories manifested in the study. Concluding with the presentation of the results, in which it was possible to verify the contribution of science teaching in a non-formal education space, as well as to identify the process of awareness-raising meaning, in which the presence of critical awareness was noticed at the end of the course field research.

Vários são os espaços não-formais de ensino de Ciências em Curitiba e Região Metropolitana e poucos os estudos sobre o conhecimento dos professores quanto a esses locais e sua articulação com as escolas. Nesse contexto, considerando a importância desses espaços no processo ensino-aprendizagem, este trabalho teve como objetivo conhecer o atual estado de conhecimento dos professores de Ciências do 6º ao 9º ano do Ensino Fundamental da Prefeitura Municipal de Curitiba a respeito dos espaços não-formais de ensino relacionados a esse componente curricular e elaborar, com base nos dados obtidos, um recurso que os auxilie no planejamento de atividades envolvendo esses locais. À luz da literatura primeiramente realizamos um levantamento bibliográfico sobre as modalidades de educação formal, informal e não-formal e a história dos museus e centros de ciências no Brasil e no mundo, além da relação entre museus e escolas e possibilidades educativas desses locais. Os dados para a pesquisa foram coletados a partir de um questionário impresso contendo questões abertas e fechadas, aplicado a docentes de Ciências do 6º ao 9º ano do Ensino Fundamental nos meses de março e abril de 2013. Através de análise estatística e de conteúdo, constatamos que existem entre os professores várias demandas no que se refere ao suporte ao planejamento de visitas a espaços não-formais de ensino de Ciências, como desconhecimento a respeito de diversos espaços existentes na região onde atuam, o atual conhecimento em relação às possibilidades de contribuição desses locais ao processo de ensino-aprendizagem e o interesse por um recurso que centralize as informações a respeito desses locais bem como forneça sugestões de atividades de preparação para a visita e retomada de conteúdos. Para a confecção do recurso, produto deste trabalho, visitamos, nos meses de julho e agosto, 27 espaços não-formais de ensino de Ciências de Curitiba e Região Metropolitana e entrevistamos seus gestores e equipes quanto às possibilidades educativas desses locais e outras informações. Com base nos dados levantados elaboramos um site para os docentes de Ciências das séries finais do Ensino Fundamental contendo sugestões de sequências didáticas envolvendo esses locais, constituindo uma referência que auxilia os docentes na utilização desses espaços em seus planejamentos, estimulando o aprendizado fora da sala de aula. / There are several non-formal spaces of science education in Curitiba and metropolitan region and few studies about teachers' knowledge regarding these places and their articulation with the schools. In this context, considering the importance of these spaces in the teaching-learning process, this study aimed to assess the current state of knowledge of science teachers from 6th to 9th grade of municipal public middle schools from Curitiba regarding non-formal spaces related to this curriculum component and elaborate, based on the data obtained, a resource that assists them in planning activities involving these locations. In light of the literature we initially conducted a bibliographic study on the education modalities - formal, informal and non-formal -, the history of museums and science centers in Brazil and in the world, and also the relationship between museums and schools and educational possibilities of these locations. We collect data for research using a printed questionnaire containing open and closed questions, applied to science teachers from 6th to 9th grade of middle school in the months of March and April 2013.Through statistical analysis and content , we found that there are several demands among teachers with regard to support and planning visits to places of non-formal science education, such as lack of knowledge about many spaces in the region where they operate, current knowledge regarding the possible contribution of these sites to the process of teaching and learning and an interest in a feature that centralizes information about these locations as well as provide suggestions for activities to prepare for the visit and resumption of content. To create the product, we visited in the months of July and August, 27 spaces of non-formal science education in Curitiba and metropolitan region and interviewed their managers and staff about the educational possibilities of these locations and other information. Based on the collected data we developed a website for science teachers of final grades of elementary school containing suggestions for didactic sequences involving these places and providing a reference that assists teachers in the use of these spaces in their planning, encouraging learning outside of the room class.

The assumption of the present study is that teachers should possess an adequate understanding of the nature of science and scientific method and hence this aspect was investigated. The empirical research carried out with Secondary School teacher trainees at Botswana colleges of education showed the following: Subjects possess an adequate understanding of some aspects of the nature of science and several aspects of the scientific method. They however do not have an adequate understanding on certain aspects of the nature of science. An association was found between the nature of science, type of educational institution attended, years of study and majoring in science. A positive association was found between scientific method and years spent studying. The present study recommended the inclusion of history, philosophy and sociology of science in the curriculum of teacher education. / Educational Studies / M. Ed. (with specialisation in Natural Science Education)

The purpose of the project was to develop an electronic resource that would provide a tutorial for students and offer opportunities for practice of measurement skills.

This project was designed to help instructors at Camp Highland Outdoor Science School in Cherry Valley, California. The camp is drsinged for fifth and sixth grade students. The manual would be a useful tool for instructors to reference information to assist in lession planning and activities. It would familiarize them with the local natual history in the area including geology, climate, plants and Native Americans.

The purpose of this study is to look at parallel factors between the Hispanic female dropout rate and possible resiliency methods such as retention through inquiry based science education. This type of educational program might provide insight into the many educational possibilities that are open to Hispanic females.