Submitted by Mario BC (mario@bc.ufrpe.br) on 2016-08-24T12:12:53Z No. of bitstreams: 1 Eliana Priscila Cavalcanti de Brito.pdf: 2554076 bytes, checksum: 1cc3e4f98d0dc55d4a2586c09a48d8d8 (MD5) / Made available in DSpace on 2016-08-24T12:12:54Z (GMT). No. of bitstreams: 1 Eliana Priscila Cavalcanti de Brito.pdf: 2554076 bytes, checksum: 1cc3e4f98d0dc55d4a2586c09a48d8d8 (MD5) Previous issue date: 2014-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work was motivated by concerns given the current high school, coming from the meeting of our empirical experience that highlights the distance between reality and taught science student, with a number of studies have pointed out strong disinterest of young people with education offered in school science . In this context, our work was developed within the Graduate Program in Science Teaching, Federal Rural University of Pernambuco and aimed to understand the limits and possibilities for the young person can experience a more meaningful and contemporary science teaching average. For that, we searched for evidence that characterize the crisis in science education, the floor of a public school. Accordingly, we investigated the views of teachers and students in order to identify and understand their desires and choices on school science. The work has converged to point out the similarities and the distances between these views, in the natural sciences perspective of the average level. For both, the methodological strategies adopted have elements that resemble the case study, and at the same time, approaching a participant research. For data collection interviews, questionnaires and wheel discussion with the actors of this research were carried out. Through content analysis, the students reveal strongly linked to contemporary demands for teaching science fundamentals, while teachers have enough visions aligned with the needs of their students. In general, it was possible to identify several similarities between the views of teachers and students. As a result also present challenges to reframe science education, emerging from the context experienced by teachers. In general, the approaches identified in the discourses of the main actors (teachers and students) high school, reinforcing the arguments that science education is going through a crisis of legitimacy, but at the same time, indicate that the conditions necessary to confront it not are as distant as you think. / O presente trabalho foi movido por inquietações diante do atual ensino médio, advindas do encontro de nossa experiência empírica que destaca a distancia entre a ciência ensinada e a realidade do aluno, com uma série de estudos que têm alertado para o forte desinteresse dos jovens para com a educação em ciências ofertada na escola. Neste contexto, nosso trabalho foi desenvolvido no âmbito do programa de Pós-Graduação em Ensino de Ciências da Universidade Federal Rural de Pernambuco e teve como principal objetivo compreender os limites e as possibilidades para que o jovem possa vivenciar uma ciência mais significativa e contemporânea no ensino médio. Para tanto, buscamos pelos indícios que caracterizem a crise no ensino de ciências, no chão de uma escola pública. Nesse sentido, investigamos as visões de professores e estudantes, buscando identificar e compreender seus anseios e escolhas diante da ciência escolar. O trabalho convergiu para apontar as aproximações e os distanciamentos entre estas visões, tendo em perspectiva as ciências naturais do nível médio. Para tanto, as estratégias metodológicas adotadas apresentam elementos que se assemelham ao estudo de caso, e ao mesmo tempo, se aproximam de uma pesquisa participante. Para a coleta de dados foram realizadas entrevistas, questionários e roda de conversa com os atores desta pesquisa. Por meio da análise de conteúdo, os alunos revelam demandas fortemente ligadas aos fundamentos contemporâneos para o ensino de ciência, enquanto os docentes apresentam visões bastante alinhadas com as necessidades dos seus alunos. De uma forma geral, foi possível identificar diversas aproximações entre as visões de professores e alunos. Como resultado ainda, apresentamos os desafios para resignificar a educação em ciências, que emergem do contexto vivido pelos professores. Em geral, as aproximações identificadas nos discursos dos principais atores (professores e alunos) do ensino médio, reforçam os argumentos que o ensino de ciências passa por uma crise de legitimidade, mas ao mesmo tempo, indicam que as necessárias condições para enfrenta-la não estão tão distante quando se imagina.

Submitted by Mario BC (mario@bc.ufrpe.br) on 2016-08-17T12:00:44Z No. of bitstreams: 1 Edmilson Alves de Andrade Junior.pdf: 1472865 bytes, checksum: c258f03f7b3413a264dd0531684e705d (MD5) / Made available in DSpace on 2016-08-17T12:00:44Z (GMT). No. of bitstreams: 1 Edmilson Alves de Andrade Junior.pdf: 1472865 bytes, checksum: c258f03f7b3413a264dd0531684e705d (MD5) Previous issue date: 2015-02-27 / The objective of this study was to investigate, in a class of future teachers of UFRPE, studying the discipline: "Fundamentos e Vivências em Práticas Interdisciplinares", which the conditions, obstacles and possibilities, so that the contemporary science contributes by through the training of teachers for the necessary renewal of science education. For that, we turn to the case of fractals, taking as a basis the Theory of Personal Constructs of George Kelly (1963), more specifically, the Cycle of Experience. The interlocution was structured in five stages through which students had the opportunity to anticipate and invest in building an interdisciplinary and complex thinking and later confront the new information gained from their preconceptions about the relationship between concept of fractals, the emerging paradigm and the traditional paradigm, with the possibility to modify the preconceptions. Data analysis allowed the following conclusion: the traditional and modern approach, the mathematical rigor of students and predominantly classic relations between the concept and adaptation to the current world have been enriched by a posture in which the dialogue with the uncertainty favors the development of knowledge and thinking. And besides, that is from more complex relationships that stands the perception of interdependence as well as the ideas of contemporary science. / O objetivo deste trabalho foi investigar, numa turma de licenciandos da UFRPE cursando a disciplina: Fundamentos e Vivências em Práticas Interdisciplinares, quais as condições, obstáculos e possibilidades, para que a ciência contemporânea contribua, através da formação de professores, para a necessária renovação do ensino de ciências. Para tanto se recorreu ao caso dos Fractais tendo como base a Teoria dos Construtos Pessoais de George Kelly (1963), mais especificamente o Ciclo da Experiência. A intervenção foi estruturada em cinco etapas, através das quais os alunos tiveram oportunidade de antecipar e investir na construção do pensamento interdisciplinar e complexo e, posteriormente, confrontar as novas informações adquiridas com suas concepções prévias sobre as relações entre o conceito de fractais, o paradigma tradicional e o paradigma emergente vindo a modificá-las. A análise dos dados permitiu a seguinte conclusão: a postura moderna tradicional, o rigor matemático dos alunos e as relações predominantemente clássicas estabelecidas entre o conceito e adequação ao mundo atual foram enriquecidas por uma postura onde o diálogo com a incerteza favorece o conhecer e o pensar e que é a partir das relações mais complexas que a percepção de interdependência se sobressai, bem como as ideias da ciência contemporânea.

SARS-CoV-2 började cirkulera i slutet av 2019 och ungefär tre månader senare klassades utbrottet som en pandemi. Idag, ungefär ett och ett halvt år efter virusutbrottet kämpar människor i hela världen fortfarande för att ta sig ur kriserna som pandemin orsakar. Trots stora forskningsinsatser är det ännu mycket som är ovisst kring virusets uppkomst. Olika teorier försöker bevisas men till dagens datum är det inte bekräftat var SARS-CoV-2 har sitt ursprung. Det verkar troligt att SARS-CoV-2 har en gemensam förfader med β-coronaviruset RaTG13. Det är sannolikt att fladdermus tillsammans med minst en mellanvärd har varit inblandad i uppkomsten av viruset. Viruset har gett upphov till flera varianter som spridit ut sig i världen. Globalt samarbete med övervakning av mutationer och varianter är viktigt för hur utvecklingen av pandemin ska fortgå. Med SARS-CoV-2 och Covid-19-pandemin som utgångspunkt analyseras möjligheter och utmaningar med undervisning i gymnasieskolan om aktuella stora händelser. / The outbreak of SARS-CoV-2 occurred at the end of 2019 and three months later, it was declared as a pandemic. Today, roughly one and a half years later, people across the world are still struggling to get out of the crises caused by the pandemic. Despite the huge efforts within science, much is still uncertain about the virus’ origin. Different theories are trying to be proven by scientists but to date, there is no confirmation from where the virus has its origin, nor whether one or several intermediate hosts have been involved. It seems likely that SARS- CoV-2 has a common ancestor with the bat β-coronavirus RaTG13. Therefore, it is probable that bats with at least one other intermediate host have been involved in the origin of the virus. Several variants have emerged and spread throughout the world. Global cooperation in regards of surveilling mutations and variants is of great importance regarding the development of the pandemic. Using SARS-CoV-2 and the Covid-19 pandemic as a focal point, there is an analysis showing opportunities and challenges when teaching big contemporary events.

The current paper presents a study conducted at At-Bristol Science Centre, UK. It is a front-end evaluation for the “Live Science Zone” at At-Bristol, which will be built during the autumn of 2004. It will provide a facility for programmed events and shows, non-programmed investigative activities and the choice of passive or active exploration of current scientific topics. The main aim of the study is to determine characteristics of what kind of techniques to use in the Live Science Zone. The objectives are to explore what has already been done at At-Bristol, and what has been done at other science centres, and to identify successful devices. The secondary aim is mapping what sorts of topics that visitors are actually interested in debating. The methods used in the study are deep qualitative interviews with professionals working within the field of science communication in Europe and North America, and questionnaires answered by visitors to At-Bristol. The results show that there are some gaps between the intentions of the professionals and the opinions of the visitors, in terms of opportunities and willingness for dialogue in science centre activities. The most popular issue was Future and the most popular device was Film.

Views on the nature and relevance of science education have changed significantly over recent decades. This has serious implications for the way in which science is taught in secondary schools, particularly with respect to teaching emerging topics such as biotechnology, which have a socio-scientific dimension and also require novel laboratory skills. It is apparent in current literature that there is a lack of adequate teacher professional development opportunities in biotechnology education and that a significant need exists for researchers to develop a carefully crafted and well supported professional development design which will positively impact on the way in which teachers engage with contemporary science. This study used a retrospective case study methodology to document the recent evolution of modern biotechnology education as part of the changing nature of science education; examine the adoption and implementation processes for biotechnology education by three secondary schools; and to propose an evidence based biotechnology professional development model for science educators. Data were gathered from documents, one-on-one interviews and focus group discussions. Analysis of these data has led to the proposal of a biotechnology professional development model which considers all of the key components of science professional development that are outlined in the literature, as well as the additional components which were articulated by the educators studied. This research is timely and pertinent to the needs of contemporary science education because of its recognition of the need for a professional development model in biotechnology education that recognizes and addresses the content knowledge, practical skills, pedagogical knowledge and curriculum management components.