Orientador: Pedro Wagner Gonçalves / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-18T23:04:26Z (GMT). No. of bitstreams: 1 Zanini_SilvanaMariaCorrea_M.pdf: 2926577 bytes, checksum: 2059099f499b0fd6182bab3bbfa001d1 (MD5) Previous issue date: 2011 / Resumo: Esta pesquisa realizada em ambiente de Educação de Jovens e Adultos (EJA) pretendeu desenvolver aprendizagem de Química por meio de inovação curricular que, aplicada e analisada, trouxe perspectivas de ensino de Química contextualizado por meio do ambiente terrestre. Os conteúdos abordados foram organizados para proporcionar o entendimento de um tema sócioambiental. O tema escolhido, com o propósito de despertar o interesse dos alunos da EJA, teve como ponto de partida a história de moradores da cidade de Cajamar (SP), que tiveram suas casas destruídas ou danificadas pelo colapso do carste coberto. O estudo termodinâmico do fenômeno de dissolução e precipitação do carbonato de cálcio foi escolhido para aclarar a dinâmica natural e possibilitar debates sobre as causas que levaram ao colapso das casas. Os referenciais teóricos do movimento de Ciência, Tecnologia e Sociedade (CTS) e as contribuições das Geociências guiaram as opções metodológicas. O interesse do aluno pelo contexto estudado (Terra) e as estratégias utilizadas na construção e aplicação da inovação curricular possibilitaram explorar aspectos que dizem respeito ao sistema Terra, tais como dinâmicas, complexidade, fluxos e trocas de matéria e energia. Os diálogos ocorridos compuseram a metodologia de ensino, permitiram a participação dos alunos no processo de ensino-aprendizagem e serviram de fonte de dados para pesquisa. Três categorias foram analisadas a partir da aplicação da inovação curricular a um grupo de alunos da EJA: aprendizado químico, visão de ambiente e aprendizado sócio-ambiental. A pesquisa se constituiu como estudo de caso e visou examinar o aprendizado de aluno selecionado. Os indicadores utilizados demonstraram que as estratégias foram capazes de efetivar as aprendizagens propostas e promover o engajamento do aluno no processo de ensino-aprendizagem / Abstract: The curricular innovation was applied and evaluated to understand terrestrial environments in order to teach chemical concepts. Contents were organized to understand a social and environmental problem. The issue was chosen to attract adult students. The houses of people in the city of Cajamar (in the Brazilian state of São Paulo) were destroyed or damaged by the collapse of the covered karst. A study on thermodynamics of dissolution and precipitation of calcium carbonate was chosen to bring light to the concept of natural processes and encourage a debate on what lead the houses to collapse. The Science, Technology and Society (STS) movement and contributions of the Geosciences guided the methodology. The interest of students on the field (the Earth) and the strategies employed in developing and applying these innovations have helped examining Earth-related issues, such as dynamics, complexity, flows and exchanges of matter and energy. A dialogue with students was part of the teaching methods and allowed students to participate, thus providing data and information for the research. Innovations were evaluated along with three different aspects: the learning of chemistry, the perspective on the environment and the learning of social and environmental processes. The indicators used showed that the strategies applied brought students to learn as well as engaged them in the teaching-learning process / Mestrado / Ensino e Historia de Ciencias da Terra / Mestre em Ensino e Historia de Ciencias da Terra

Orientador: Maria Cristina Motta de Toledo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-21T12:44:56Z (GMT). No. of bitstreams: 1 Araujo_EliasProfetaRamosde_M.pdf: 6460301 bytes, checksum: 5d1fc49ea63dfc0fb058bd949191d285 (MD5) Previous issue date: 2012 / Resumo: Esta pesquisa teve como principal objetivo analisar o desenvolvimento de temas de Ciências da Terra em cursos de Ciências Biológicas que habilitam ao ensino de Ciências Naturais na educação básica, a fim de compreender a preparação desses acadêmicos para o ensino de Ciências da Terra, ao assumirem seus cargos de professores, além de propor ações que aprimorem essa formação. No Brasil, os cursos de Ciências Biológicas destinam-se a formar a) profissionais que exercerão atividades técnicas nas áreas biológicas e b) professores de Biologia ou Ciências Naturais. A atual preparação de professores de Ciências Naturais para o ensino fundamental de escolas da cidade de São Paulo, a partir de cursos de Ciências Biológicas de universidades do mesmo município, não se mostra apropriada em conteúdos de Ciências da Terra, conforme resultados desta pesquisa. Os currículos dos cursos de Ciências Biológicas analisados dedicam apenas 1% das suas cargas horárias à disciplina de Geologia, enquanto as provas de conhecimentos específicos, de recentes concursos de admissão de professores para a rede municipal de ensino da citada cidade, realizados pela Fundação Carlos Chagas, nos anos de 2009 e 2011, são compostas por pelo menos 10% de questões relacionadas às Ciências da Terra, além de abordarem também temas de Astronomia, que não são desenvolvidos nos cursos de Ciências Biológicas. Para identificar o conhecimento em Ciências da Terra dos acadêmicos de Ciências Biológicas, foram aplicadas provas com questões relacionadas ao eixo temático Terra e Universo, previsto nos Parâmetros Curriculares Nacionais, de Ciências Naturais para o terceiro e quarto ciclos do ensino fundamental, tendo sido essas questões elaboradas durante esta pesquisa e também selecionadas das citadas provas de admissão de professores para a rede de ensino da cidade de São Paulo. O desempenho insatisfatório obtido pelo grupo de universitários nessa prova, de 46,7%, indica conhecimento insuficiente em Ciências da Terra e sugere a revisão dos currículos dos cursos de Ciências Biológicas e dos métodos e planos de ensino das suas disciplinas de Geologia. A preparação ou seleção dos professores universitários de Geologia também merece destaque. Seus conhecimentos não foram avaliados, mas constatou-se que são formados em Geografia ou Biologia, cursos que não possuem, necessariamente, o interesse em preparar professores de Geologia, mas sim profissionais das suas áreas específicas / Abstract: This research aimed to analyze the development of themes of Earth Science in Biological Sciences courses that enable the teaching of Natural Sciences in basic education, in order to understand the academic preparation of these professionals in teaching Earth Sciences, when assuming their positions as teachers, and proposing actions that will improve their training, either. In Brazil, the Biological Sciences courses are intended to form: a) professionals who will be dealing with technical activities in biological areas, b) teachers of Biology and natural sciences. The current preparation of teachers in natural sciences for elementary schools in the city of São Paulo, considering courses of Biology from universities in the same town, considering its contents, is not suitable in terms of Earth Sciences, according to the results of this study. The syllabus of Biological Science analyzed dedicated only 1% of their contents to the Geology subjects, meanwhile, the evidence of expertise in recent selections for teacher's admission in public schools in this city, conducted by Carlos Chagas Foundation in 2009 and 2011 involved at least 10% of questions related to Earth Sciences, and also focused on Astronomy, which are not a part of Biological Science courses. In order to identify the applicants' knowledge in Earth Sciences, they were asked to answer questions about thematic issues related to the earth and the universe, set out in the "PCN's" - The National Curriculum Parameters of Natural Sciences for the third and fourth cycles of basic education, and these questions were elaborated while this research was being developed, being also selected from the previous mentioned test of selection of new teachers to the school employment system in the city of São Paulo. The poor performance obtained by the group of university students evaluated was 46.7%, indicating insufficient knowledge in Earth Sciences and suggesting a revision of the Biological Science syllabus and also in the teaching plans and methodologies of their subjects in Geology, indeed. The training and selection of university professors of Geology is also relevant. Their levels of expertise weren't evaluated, but it's a fact they have got degrees in Geography or Biology courses, in which there aren't any interest in preparing teachers of Geology, but professionals in their specific areas / Mestrado / Ensino e Historia de Ciencias da Terra / Mestre em Ensino e Historia de Ciencias da Terra

Orientador: Celso Dal Ré Carneiro / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-21T23:35:28Z (GMT). No. of bitstreams: 1 MalaquiasJunior_JoseRoberto_M.pdf: 4309832 bytes, checksum: 8d3bfe13ccb23e0930724eab25f12c08 (MD5) Previous issue date: 2013 / Resumo: Problemas ambientais e sociais parecem ser cada vez mais evidentes e crescentes em todas as partes do planeta. A população tem sido alertada sobre os fatos e convidada a participar, mas raramente se reconhece que tudo pode ter início no local onde cada um vive. A escola é essencial no processo, mas alunos e professores geralmente são incapazes de transpor conhecimentos sobre o local onde vivem e estabelecer interrelações com a escala global ou planetária. Esta pesquisa tem como principal objetivo elaborar e avaliar a aplicação de materiais didáticos digitais em Geociências, com ênfase no conhecimento local sobre o município de Monte Mor, SP. A hipótese básica a ser pesquisada é a de que a contribuição das Geociências é essencial para formação de uma sociedade comprometida para com o próximo e com o planeta. Projetos de Educação Ambientais previamente conduzidos na rede educacional pública e privados do município permitiram concluir que a falta de conhecimentos sobre o local onde o aluno vive dificulta sua motivação e sucesso escolar. Se, por um lado, as Geociências favorecem ações interdisciplinares, por outro, o computador facilita a divulgação de informações, pois oferece tanto dados de caráter local, como permite, pela internet, visitar pontos remotos do planeta. Considerando-se que o ensino de Geociências pode construir pontes entre a realidade local e questões socioambientais e, ao mesmo tempo, acentuar as interrelações com o contexto global, o Módulo Monte Mor do projeto Geo-Escola forneceu informações, imagens e mapas geológicos locais a professores de educação básica. Antes de trabalhar situações atuais com o aluno, precisamos prepará-lo para que ele problematize e seja capaz de buscar respostas por si mesmo; isso é possível, se estudarmos o passado recente e o passado geológico, estabelecendo assim o elo de ligação com o quadro atual. Foi previsto uso dos recursos em salas de aula, laboratórios de informática e um portal web. No Projeto desenvolveu-se trabalho junto a alunos e professores, oferecendo-lhes um material didático desenvolvido em ambiente de software livre que organiza mapas e informações locais, e possibilitando estabelecer elos entre o global e o local. As ações realizadas ampliaram o horizonte de ensino de diferentes disciplinas. Embora ainda não se tenha atingido plena interdisciplinaridade, o Módulo Monte Mor deixou claro que é possível, por intermédio das Geociências, fazer as aplicações e transposições requeridas. Conclui-se que uma educação voltada para a compreensão modificará profundamente o ensino atual, condição necessária para transformar as relações entre seres humanos, parte integrante do dinâmico planeta que habitamos / Abstract: Environmental and social problems seem to be increasingly evident and growing in all parts of the planet. The population has been alerted to the facts and invited to participate of some decisions, but seldom acknowledges that everything may start at the place where a person lives. Schools are essential for enhancing public enlightenment, but students and teachers are often unable to establish a relationship with global-scale or planetary phenomena from the local knowledge. The main objective of this research is to develop and to evaluate an implementation of digital learning materials in Geosciences with emphasis on local knowledge about the municipality of Monte Mor, São Paulo State, Brazil. The basic hypothesis to be investigated is that the contribution of Geosciences is essential to enhance commitment by a society towards other people and the planet. Previous Environmental Education Projects conducted in the county school system help to conclude that the lack of knowledge about where one student lives hinders his/her motivation and limits his/her potential academic success. If the Geosciences favor interdisciplinary actions, the computers facilitate the dissemination of information, as long as they offer both local data and help visiting remote points of the planet, by internet. Geosciences teaching can build bridges between local realities and environmental issues; at the same time, it helps understanding the relationship with the global context. Thus, the Monte Mor Module of the Geo-School Project has provided information, images and geological maps to basic education teachers, including information on where the student lives. The resources were expected to be used in classrooms and computer labs of the public and private educational network in the municipality. Before a student to work with present situations, it is necessary to prepare him/her so that he/she problematizes and be able to find answers by himself/herself. This is possible when studying the ancient geological past and the more recent past, thus establishing the links. The project involved didactic training of teachers of different disciplines. Although it has been not yet reached a full interdisciplinarity, the Monte Mor Module made it clear that it is possible, by means of Geosciences, to make the applications and transpositions required. An education focused on "understanding" will deeply modify the current ways of teaching. At the same time, this can be a necessary condition to transform the relations between human beings, as part of the dynamic planet we all inhabit / Mestrado / Ensino e Historia de Ciencias da Terra / Mestre em Ensino e Historia de Ciencias da Terra

Le béton est le deuxième matériau le plus consommé au monde après l'eau. Les professionnels de la construction, de plus en plus confrontés aux questions liées à la préservation de l'environnement, font face depuis quelques années à des difficultés d'approvisionnement en matière première. D'autre part, le secteur du bâtiment produit une quantité très importante de déchets, qui sont encore trop souvent déposés en installation de stockage. La valorisation de ces déchets devient un enjeu environnemental majeur. Leur réutilisation sous forme de granulats destinés à la fabrication de nouveaux bétons permettrait la préservation des ressources naturelles, mais également une limitation de la pollution par enfouissement.Le travail de doctorat présenté dans ce manuscrit a pour objectif d'améliorer la compréhension du comportement des bétons de granulats recyclés soumis à des températures élevées. En effet, lorsque le béton est soumis à des températures élevées, lors d'un incendie par exemple, le matériau subit de nombreuses altérations - dilatation des granulats, retrait de la pâte de ciment, augmentation de la pression de vapeur au sein du matériau, ou encore différentes contraintes thermiques qui peuvent conduire à des phénomènes de fissuration et d'écaillage. De par leur composition, les granulats recyclés présentent des caractéristiques différentes des granulats naturels qui peuvent influencer les caractéristiques physiques, mécaniques et thermiques du béton. Nous comprenons qu'il est primordial d'être en mesure d'anticiper le comportement du béton recyclé à haute température afin de permettre son utilisation dans le bâtiment.Les recherches présentées ici consistent en une approche expérimentale. Deux sortes de granulats recyclés sont testées, un « granulat recyclé de laboratoire » issu d'un béton naturel formulé, coulé et concassé au laboratoire, et un « granulat recyclé industriel » issu d'un chantier de démolition. Les bétons incorporant ces granulats sont formulés avec deux types de matrices cimentaires : une matrice ordinaire, avec un rapport E/C de 0.6 et une matrice hautes performances, avec un rapport E/C de 0.3. Les bétons sont soumis à des cycles de chauffage – refroidissement jusqu'à 150°C, 300°C, 450°C et 750°C, à vitesse lente afin d'assurer l'homogénéité de la température au sein des échantillons. A l'issue de chaque traitement thermique, l'évolution des propriétés thermiques, mécaniques et microstructurales est analysée. L'enjeu de ces travaux est également de comprendre l'interaction entre les granulats et les matrices de compacité variable, à température élevée. / In the past decade, constructions sites have been growing more than ever, and the aggregate production and importation are not sufficient any more to cover the needs in construction materials. The goal set in France is to re-use 20 more Mt each year of waste as recycled material for building sites before 2020.The objective of this experimental study is to assess the high temperature behavior of ordinary and high performance concrete made with recycled coarse aggregates (RCA). Concrete behavior at high temperature -expansion of aggregates, withdrawal of cement paste, increase of vapor pressure, chemical transformations...- can lead to several phenomena such as spalling, and a dramatic loss of mechanical properties. As aggregates occupy a large volume of concrete, around 60-80%, they play a major role in the heat and mass transfer into concrete during fire. Recycled coarse aggregates (RCA) being different from natural coarse aggregates (NCA) in many ways – higher porosity, double interfacial transition zone – it is essential to study recycled aggregate concrete behavior when submitted to high temperature.Two types of recycled coarse aggregates are used. An industrial one, obtained from a building demolition site and a laboratory one was obtained from a parent concrete (PC) mixed, cast and crushed in the laboratory. From both recycled aggregates, normal concrete (w/c = 0.6) and high performance concrete (w/c = 0.3) are cast. The four recycled concretes are compared to reference concretes, with the same formulation, made with silico-calcereous coarse natural aggregates. Concretes cylinders are subjected to heating/cooling cycles, up to 150, 300, 450 or 750°C. The heating rate is 0.5°C/min, and is followed by a 2 hours stage once the target temperature is reached, to insure an homogeneous temperature inside the cylinder. Cracks of concrete specimen are observed by optical microscopy, then their residual mechanical performances are measured (compressive strength, splitting tensile strength and dynamic young modulus). Their thermal behavior (conductivity, diffusivity, specific heat, thermal gradient during heating), and the evolution of their microstructure (loss of weight, porosity) are also studied.The study is completed with a Life Cycle Analysis were the life cycle of 1m3 of concrete is studied according three options. A scenario without recycling, a scenario were demolition waste are recycled into aggregates in-situ, a scenario were demolition waste are recycled into aggregates and transported to another construction site.

Increasingly, teachers are encouraged to use data resources in their classrooms, which are becoming more widely available on the web through organizations such as Digital Library for Earth System Education, National Science Digital Library, Project Kaleidoscope, and the National Science Teachers Association. As "real" data becomes readily accessible, studies are needed to assess and describe how to effectively use data to convey both content material and the nature of scientific inquiry and discovery. In this study, we created two introductory undergraduate physical geology lab modules for calculating plate motion. One engages students with a model-driven approach using contrived data. Students are taught a descriptive model and work with a set of contrived data that supports the model. The other lab exercise uses a data-driven approach with real data. Students are given the real data and are asked to make sense of it. They must use the data to create a descriptive model. Student content knowledge and understanding of the nature of science were assessed in a pretest-posttest experimental design using a survey containing 11 Likert-like scale questions covering the nature of science and 9 modified true/false format questions covering content knowledge. Survey results indicated that students gained content knowledge and increased their understanding of the nature of science with both approaches. Lab observations and written interviews indicate these gains resulted from students experiencing different pedagogical approaches used in each of the two labs. / Master of Science

O presente trabalho discute a inserção das geociências na prática pedagógica de seis formadores de professores, que carregam como características comuns a pós-graduação em Ensino e História de Ciências da Terra pelo Instituto de Geociências da Universidade Estadual de Campinas e a atuação em disciplinas de metodologias de ensino e/ou em disciplinas de estágios supervisionados. Assumimos como formadores de professores todos os profissionais envolvidos com o processo de docência de futuros professores, tais como: docentes de disciplinas pedagógicas, metodológicas, estágios supervisionados e de disciplinas específicas. O principal objetivo desta pesquisa é entender como as geociências estão difundindo-se na prática desses formadores. Para tanto, partimos do princípio de que a formação neste programa de pós-graduação, as experiências profissionais e as experiências pessoais propiciam o desenvolvimento e/ou a ressignificação de práticas interdisciplinares que carregam alguns fundamentos históricos, epistemológicos e teórico-metodológicos das geociências articulados à Educação Ambiental, ao enfoque da Ciência, Tecnologia e Sociedade (CTS) e à História da Ciência. Para entendermos como práticas, metodologias e concepções deste campo do saber imbricam-se na atuação docente, recorremos à história oral temática por meio de entrevistas semiestruturadas buscando desvelar quais foram os caminhos percorridos para que as geociências fossem incorporadas e legitimadas no processo de desenvolvimento da atuação docente. Com o propósito de construir uma análise mais frutífera, tornando a interlocução mais clara, ao longo dos capítulos as discussões teóricas foram permeadas pelas falas dos formadores, ou seja, as análises das entrevistas foram realizadas juntamente com a bibliografia a respeito dos temas delimitados, de modo a tornar constante o diálogo entre teoria e prática. Dessa forma, apresentamos primeiramente, as questões que permeiam o desenvolvimento profissional docente e suas múltiplas dimensões, destacando que a formação docente enquanto continuum se constitui através da reflexão crítica sobre as práticas e da (re)construção permanente da identidade pessoal. Por conseguinte, essas práticas pedagógicas conferem à atuação docente singularidade, uma vez que são delineadas por diferentes vivências, incertezas, reflexões e experiências. Em um segundo momento, esses fundamentos são aprofundados, trazendo à tona a constituição de diferentes práticas interdisciplinares concebidas por meio de alguns princípios da epistemologia das geociências, das práticas geocientíficas com ênfase para os trabalhos de campo; da utilização das linguagens e representações; e da constituição dos museus e das coleções. Por fim, realçamos a importância da interdisciplinaridade enquanto ferramenta de articulação do processo de ensino e aprendizagem, salientando que a ação interdisciplinar se constitui na própria prática e vivência do sujeito. Nesse contexto, as práticas interdisciplinares desvelam-se de diferentes maneiras e em inúmeras possibilidades de atuação docente, algumas vezes integrando os conteúdos, outras integrando o currículo e a construção de conhecimento. Tais concepções vão ao encontro das falas dos formadores, visto que as práticas se estabelecem por meio de diferentes áreas do conhecimento, como a Educação Ambiental, a discussão CTS, a História da Ciência, as geociências, a própria área do conhecimento do docente etc. / This study discusses the inclusion of geoscience in the educational practice of six teacher educators, who have in common graduate education in Teaching and History of Earth Sciences at Instituto de Geociências, Universidade Estadual de Campinas, and the work in disciplines of teaching methodologies and or in supervised internship courses. We consider teacher educators all the professionals involved in the teaching of future teachers, such as: teachers of educational and methodological disciplines, supervised internships, and specific disciplines. The main objective of this research is to understand how geosciences are disseminating in the practice of these educators. Therefore, we assume that training in this graduate program, professional experiences and personal experiences promote the development and or the reinterpretation of interdisciplinary practices that have some historical, epistemological and theoretical-methodological foundations of geosciences linked to Environmental Education, Science, Technology and Society (STS) approach and History of Science. To understand how practices, methodologies and concepts of this field of knowledge intertwine in teaching, we resort to thematic oral history through semi-structured interviews, seeking to uncover what paths have been taken so that geosciences were incorporated and legitimized in the development of teaching. In order to build a more fruitful analysis, making the interlocution clearer, throughout the chapters, the theoretical discussions have been permeated by the speeches of educators, that is, the analysis of the interviews was conducted along with the literature discussion on the topics delimited, so as to make the dialogue between theory and practice constant. Thus first we present the issues that permeate the professional development of teachers and their multiple dimensions, emphasizing that, as a continuum, teacher education is constituted through critical reflection on practice and through the permanent (re)construction of personal identity. Consequently, these educational practices confer uniqueness to the teaching work, since they are delineated by various experiences, uncertainties and reflections. In a second step, these foundations are further discussed, bringing to light the constitution of different interdisciplinary practices conceived through some principles of epistemology of geosciences, of geoscience practices with an emphasis on field work; of the use of languages and representations; and of the establishment of museums and collections. Finally, we emphasize the importance of interdisciplinarity as an articulation tool for the teaching and learning process, stressing that interdisciplinary actions are constituted in the practice and experience of the subjects. In this context, interdisciplinary practices show themselves in different ways and numerous possibilities of teaching practice, sometimes integrating content and sometimes integrating the curriculum and the construction of knowledge. Such conceptions are consistent with the discourse of the educators, since the practices are established through different areas of knowledge, such as Environmental Education, the STS discussion, the History of Science, Geosciences, the area of expertise of each teacher etc.

With an increase in the number of people living in proximity to active volcanic centres worldwide, there is a greater need to provide effective and engaging education and outreach programmes to reduce vulnerability and prepare exposed communities for potential future volcanic eruptions. The finalisation of the Sendai Framework (UNISDR, 2015a) has also cemented the need for disaster risk managers to engage at-risk communities with education and outreach programmes, to reduce the number of deaths and injuries caused by volcanic eruptions worldwide. Education and outreach programmes are already commonplace for disaster risk reduction, with many taking the form of traditional presentations, maps, diagrams, TV and radio broadcasts. In recent years, there has been a shift towards the use of more creative media to communicate volcanic hazards and engage populations in outreach activities. These have included films, comic strips, puppet shows, board games and video games. However, to-date there is little empirical evidence for the use of these media with at-risk communities. This research seeks to address this issue by providing evidence for the effective use of creative media for volcanic hazard education by adopting the use of video games (or serious games). To assess how effective serious games could be as an education tool, a bespoke video game (St. Vincent’s Volcano) was developed collaborative with disaster risk agencies and communities on the Eastern Caribbean island of St. Vincent and then trialled with adults and students from across the island. A range of outreach sessions were adopted to compare and contrast the applications of the game and to identify the most effective method of its delivery. These sessions included a traditional outreach presentation used as a control, and a group of UK students for a cohort comparison. Data were collected through a mixed-methods approach. Overall the results of the study demonstrate how successful the game can be as an education tool, promoting knowledge improvement in players. The results also demonstrate how the role of the outreach instructor is important to encourage engagement and can result in higher levels of overall positive engagement exhibited by the students. The game was also successful at promoting knowledge gain and engagement with adult participants. The results also demonstrated promise for games in promoting longer-term knowledge retention and for improving awareness of existing outreach materials. This research provides a foundation for the increased integration of emerging technologies within traditional education sessions. The work also shares some of the challenges and lessons learnt throughout the development and testing processes and provides recommendations for researchers looking to pursue a similar study or to adopt the use of serious games.

O presente trabalho discute a inserção das geociências na prática pedagógica de seis formadores de professores, que carregam como características comuns a pós-graduação em Ensino e História de Ciências da Terra pelo Instituto de Geociências da Universidade Estadual de Campinas e a atuação em disciplinas de metodologias de ensino e/ou em disciplinas de estágios supervisionados. Assumimos como formadores de professores todos os profissionais envolvidos com o processo de docência de futuros professores, tais como: docentes de disciplinas pedagógicas, metodológicas, estágios supervisionados e de disciplinas específicas. O principal objetivo desta pesquisa é entender como as geociências estão difundindo-se na prática desses formadores. Para tanto, partimos do princípio de que a formação neste programa de pós-graduação, as experiências profissionais e as experiências pessoais propiciam o desenvolvimento e/ou a ressignificação de práticas interdisciplinares que carregam alguns fundamentos históricos, epistemológicos e teórico-metodológicos das geociências articulados à Educação Ambiental, ao enfoque da Ciência, Tecnologia e Sociedade (CTS) e à História da Ciência. Para entendermos como práticas, metodologias e concepções deste campo do saber imbricam-se na atuação docente, recorremos à história oral temática por meio de entrevistas semiestruturadas buscando desvelar quais foram os caminhos percorridos para que as geociências fossem incorporadas e legitimadas no processo de desenvolvimento da atuação docente. Com o propósito de construir uma análise mais frutífera, tornando a interlocução mais clara, ao longo dos capítulos as discussões teóricas foram permeadas pelas falas dos formadores, ou seja, as análises das entrevistas foram realizadas juntamente com a bibliografia a respeito dos temas delimitados, de modo a tornar constante o diálogo entre teoria e prática. Dessa forma, apresentamos primeiramente, as questões que permeiam o desenvolvimento profissional docente e suas múltiplas dimensões, destacando que a formação docente enquanto continuum se constitui através da reflexão crítica sobre as práticas e da (re)construção permanente da identidade pessoal. Por conseguinte, essas práticas pedagógicas conferem à atuação docente singularidade, uma vez que são delineadas por diferentes vivências, incertezas, reflexões e experiências. Em um segundo momento, esses fundamentos são aprofundados, trazendo à tona a constituição de diferentes práticas interdisciplinares concebidas por meio de alguns princípios da epistemologia das geociências, das práticas geocientíficas com ênfase para os trabalhos de campo; da utilização das linguagens e representações; e da constituição dos museus e das coleções. Por fim, realçamos a importância da interdisciplinaridade enquanto ferramenta de articulação do processo de ensino e aprendizagem, salientando que a ação interdisciplinar se constitui na própria prática e vivência do sujeito. Nesse contexto, as práticas interdisciplinares desvelam-se de diferentes maneiras e em inúmeras possibilidades de atuação docente, algumas vezes integrando os conteúdos, outras integrando o currículo e a construção de conhecimento. Tais concepções vão ao encontro das falas dos formadores, visto que as práticas se estabelecem por meio de diferentes áreas do conhecimento, como a Educação Ambiental, a discussão CTS, a História da Ciência, as geociências, a própria área do conhecimento do docente etc. / This study discusses the inclusion of geoscience in the educational practice of six teacher educators, who have in common graduate education in Teaching and History of Earth Sciences at Instituto de Geociências, Universidade Estadual de Campinas, and the work in disciplines of teaching methodologies and or in supervised internship courses. We consider teacher educators all the professionals involved in the teaching of future teachers, such as: teachers of educational and methodological disciplines, supervised internships, and specific disciplines. The main objective of this research is to understand how geosciences are disseminating in the practice of these educators. Therefore, we assume that training in this graduate program, professional experiences and personal experiences promote the development and or the reinterpretation of interdisciplinary practices that have some historical, epistemological and theoretical-methodological foundations of geosciences linked to Environmental Education, Science, Technology and Society (STS) approach and History of Science. To understand how practices, methodologies and concepts of this field of knowledge intertwine in teaching, we resort to thematic oral history through semi-structured interviews, seeking to uncover what paths have been taken so that geosciences were incorporated and legitimized in the development of teaching. In order to build a more fruitful analysis, making the interlocution clearer, throughout the chapters, the theoretical discussions have been permeated by the speeches of educators, that is, the analysis of the interviews was conducted along with the literature discussion on the topics delimited, so as to make the dialogue between theory and practice constant. Thus first we present the issues that permeate the professional development of teachers and their multiple dimensions, emphasizing that, as a continuum, teacher education is constituted through critical reflection on practice and through the permanent (re)construction of personal identity. Consequently, these educational practices confer uniqueness to the teaching work, since they are delineated by various experiences, uncertainties and reflections. In a second step, these foundations are further discussed, bringing to light the constitution of different interdisciplinary practices conceived through some principles of epistemology of geosciences, of geoscience practices with an emphasis on field work; of the use of languages and representations; and of the establishment of museums and collections. Finally, we emphasize the importance of interdisciplinarity as an articulation tool for the teaching and learning process, stressing that interdisciplinary actions are constituted in the practice and experience of the subjects. In this context, interdisciplinary practices show themselves in different ways and numerous possibilities of teaching practice, sometimes integrating content and sometimes integrating the curriculum and the construction of knowledge. Such conceptions are consistent with the discourse of the educators, since the practices are established through different areas of knowledge, such as Environmental Education, the STS discussion, the History of Science, Geosciences, the area of expertise of each teacher etc.

Forecasting eruptions using volcano seismology is a subject that affects the lives and property of millions of people around the world. However, there is still much to learn about the inner workings of volcanoes and how this relates to the chance of eruption. This dissertation attempts to increase the breadth of knowledge aimed at helping to understand when a volcano is likely to erupt and how large that eruption might be. Chapters 2 and 3 focus on a technique that uses changes in the local stress field beneath a volcano to determine the source of these changes and help forecast eruptions, while Chapter 4 focuses on a technique that shows great potential to be used to image magma chambers beneath volcanoes by using receiver functions. In Chapters 2 and 3 the source mechanisms of shallow volcano-tectonic earthquakes recorded at Mount St. Helens are investigated by calculating hypocenter locations and fault plane solutions (FPS) for shallow earthquakes recorded during two eruptive periods (1981-1986 and 2004-2008) and two non-eruptive periods (1987-2004 and 2008-2011). FPS show a mixture of normal, reverse, and strike-slip faulting during all periods, with a sharp increase in strike-slip faulting observed in 1987-1997 and an increase in normal faulting between 1998 and 2004 and again on September 25-29, 2004. FPS P-axis orientations (a proxy for ó1) show a ~90° rotation with respect to regional ó1 (N23°E) during 1981-1986 and 2004-2008, bimodal orientations (~N-S and ~E-W) during 1987-2004, and bimodal orientations at ~N-E and ~S-W from 2008-2011. These orientations are believed to be due to pressurization accompanying the shallow intrusion and subsequent eruption of magma as domes during 1981-1986 and 2004-2008, and the buildup of pore pressure beneath a shallow seismogenic volume during 1987-2004 and 2008-2011. Chapter 4 presents a study using receiver functions, which show the relative response of the Earth beneath a seismometer. Receiver functions are produced by deconvolving the vertical component of a seismogram from the horizontal components. The structure of the ground beneath the seismometer can then be inferred from the arrivals of P-to-S converted phases. Receiver functions were computed for the Katmai Volcanic Group, Alaska, at two seismic stations (KABU and KAKN) between January 2005 and July 2011. Receiver functions from station KABU clearly showed the arrival of the direct P-wave and the arrival from the Moho; however, receiver functions from station KAKN did not show the arrival from the Moho. In addition, changes in the amplitude and polarity of arrivals on receiver functions suggested that the structure beneath both KABU and KAKN was complex. Station KABU is likely underlain by dipping layers and/or anisotropy, while station KAKN may lie over a basin structure, an attenuating body, or some other highly complex structure. However, it is impossible to say for certain what the structure is under either station as the azimuthal coverage is poor and thus the structure is unable to be modeled. This dissertation also includes a section (Chapter 6) on the assessment of spreadsheet-based modules used in two Introductory Physical Geology courses at the University of South Florida (USF). When faculty at USF began using spreadsheet-based modules to help teach students math and geology concepts the students complained that they spent more time learning how to use Excel than they did learning the concepts presented in the modules. To determine whether the sharp learning curve for Excel was hindering learning we divided the students in two Introductory Physical Geology courses into two groups: one group was given a set of modules which instructed them to use Excel for all calculations; the other group was simply told to complete the calculations but was not instructed what method to use. The results of the study show that whether or not the students used Excel had very little to do with the level of learning they achieved. Despite complaints that Excel was hindering their learning, students in the study attained high gains for both the math and geology concepts presented in the modules whether they used Excel or not.

Orientador: Maurício Compiani / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-19T00:25:03Z (GMT). No. of bitstreams: 1 Garcia_FabianaBurgosTakahashi_M.pdf: 5270236 bytes, checksum: 1fa1e53fc6bf45eb1dcc6fa74e637d09 (MD5) Previous issue date: 2011 / Resumo: A presente dissertação tem seu olhar voltado para o currículo da disciplina escolar química e sua relação com as geociências. Este trabalho foi desenvolvido no contexto do projeto apoiado pela Fundação de Amparo à Pesquisa de São Paulo (FAPESP) - Ensino Público intitulado "Elaboração de conhecimentos escolares e curriculares relacionados à ciência, à sociedade e ao ambiente na escola básica com ênfase na regionalização a partir dos resultados de projeto de Políticas Públicas", cujo recorte de análise era a bacia do Ribeirão das Anhumas, onde está inserida a escola estadual que foi cenário principal desta dissertação e onde atuavam professores, alunos e acadêmicos. Baseando metodologicamente na perspectiva da pesquisa-ação sugerida por Mckernan principalmente, foi possível sistematizar este trabalho de modo que a importância do professor na elaboração do currículo fosse evidenciada, como propõe o mesmo autor. Neste sentido, a pesquisadora, professora da escola básica, voltou-se para seus instrumentos de trabalho questionando-os e sugerindo alterações. Então foi realizada uma revisão dos documentos oficiais que contribuíram para a elaboração da Proposta Curricular do Estado de São Paulo para o Ensino de Química (PCEQ) sob o olhar da contextualização e interdisciplinaridade visando mostrar que as discussões acerca da elaboração de currículos com esta conotação não são recentes. Além disso, os cadernos do professor e do aluno que complementam a PCEQ, e o livro didático utilizado em sala pela pesquisadora também foram analisados abordando a presença ou não do tema "Química e Litosfera" bem como o tratamento dado a esta temática quando presente no material, uma vez que é sugerido nas Orientações Complementares aos Parâmetros Curriculares Nacionais (PCN+), porém ausente na PCEQ. Por isso que em meio a discussões e reflexões colaborativas do subgrupo Ensino-Aprendizagem, nas quais a interdisciplinaridade era discutida e utilizada como referencial para elaborar e desenvolver atividades escolares dentro do contexto local, e também com base nas lacunas encontradas durante estas análises, é que foi possível complementar o referido material. Dentre todas as atividades, podemos dizer que o trabalho de campo foi talvez o mais importante, afinal, foi possível perceber que os alunos tinham conhecimento para explicar a formação dos solos a partir das interações que ocorrem no ambiente, partindo de observações da paisagem local. Desta forma, pudemos nos aproximar dos objetivos de incorporar ao currículo de química o tema citado utilizando conhecimentos sobre a Bacia do Ribeirão das Anhumas, local onde a escola se insere. Enfim, a inserção do tema faltante na PCEQ vem suprir necessidades de conteúdos, enquanto promove junto com a abordagem local a superação de problemas reais e escolares, e tudo isso dentro de uma dinâmica de colaboração entre os atores envolvidos naquele cenário / Abstract: This dissertation focuses the curriculum of the Chemistry discipline and its relation with the Geosciences. This paper was developed in the context of the FAPESP Public Teaching Project entitled "Construction of school and curricular knowledge relative to science, society and environment at primary and secondary school with emphasis in the local conditions from results of public politicians projects" which focused its analysis in the basin of the Brook of Anhumas where the state school is located. This school was the scenario of this research whose professors, teachers and students maintained a collaboration relationship and learning to the development of this study. Using Mckerman methodological approach of action-research, it became possible to design a system of work with a view to emphasize the importance of the teacher in the elaboration of the curricular content, as the author proposes. Therefore, the researcher who is also a teacher at the secondary school, looked at her working tools, questioned them and suggested changes. Official documents that contributed to the elaboration of PCEQ were also reviewed in the light of context and interdisciplinary relations with a view to show that discussions about curricular contents using this concept are not new. Teacher's and student's notebooks which complement the PCEQ and the didactic book used by the researcher were also analyzed to ascertain whether or not they contained the theme "Chemistry and the Lithosphere" as well as how the subject is mentioned in the books, since its use is suggested in the PCN+ but is, however, absent from the PCEQ. Based on the collaborative discussions of the sub-group "Teaching-Learning", where the subject of interdisciplinarity was discussed and used as reference to elaborate and develop school activities within the local context, and also using the gaps found during these analyses it was possible to develop complementary material. Amongst all the activities we can say that the field work was perhaps the most important, as it made possible to perceive that the students had acquired the knowledge to explain the soil formation from the interactions that occur in the environment using as the starting point for their comments the local landscape. Therefore we could reach our goal of incorporating to the Chemistry curricular studies the subject above mentioned using the data of the basin of Brook of Anhumas where the school is located. At last the insertion of the missing subject in the PCEQ comes to suffice necessities of contents while it makes possible to overcome, with a localized approach, existing school problems promoting a collaborative dynamics among all the participants involved in that particular scenario / Mestrado / Ensino e Historia de Ciencias da Terra / Mestre em Ensino e Historia de Ciencias da Terra