Implicações do processo na resolução da WebQuest: um estudo com alunos do ensino profissional

Dissertação de mestrado em Ciências da Educação (área de especialização em Tecnologia Educativa)Com o surgimento e rápida evolução das novas tecnologias, a escola assume um papel fundamental na inclusão digital de todos os alunos. Os professores deixam de ser meros transmissores de conhecimento e passam a guiar os alunos na descoberta e construção da sua aprendizagem. É na escola que se deve aprender a dominar estas tecnologias e a ser autónomo na procura colaborativa do seu conhecimento. Muitas são as ferramentas e metodologias que têm vindo a ser adoptadas com este objectivo. A WebQuest surge neste contexto educativo, como uma metodologia que visa utilizar a informação disponível na Web, orientado os alunos na selecção e organização do conhecimento. Com base no modelo de WebQuest proposto por Bernie Dodge e Tom March, desenvolveu-se um estudo de tipo quasi-experimental, com duas turmas do segundo ano do ensino profissional, cujo objectivo foi o de perceber a importância que a estruturação do processo tem durante a resolução da WebQuest e quais as consequências disso na aprendizagem dos alunos e na realização da tarefa. A presente investigação implicou a concepção e implementação de duas WebQuests, de longa duração, em Língua Inglesa, intituladas ―Looking for a Job in a hotel‖. No estudo utilizaram-se os seguintes instrumentos: pré-teste, diário, um questionário de identificação, dois questionários de opinião diferenciados para os dois grupos e um questionário de comparação das duas WebQuests. Os resultados obtidos no pré-teste, através do teste não paramétrico Mann-Whitney U, permitiram concluir que os grupos eram equivalentes à partida (p=0,966). No final do estudo não se verificaram diferenças estatisticamente significativas (p=0,180), podendo-se concluir que os tratamentos são equivalentes. Apesar dos resultados finais, observámos que os alunos cujo Processo estava em conformidade com os princípios da WebQuest foram mais rápidos na resolução das tarefas propostas, pois estavam orientados nos papéis a desempenhar e no que cada elemento do grupo precisava de explorar, rentabilizando o tempo de execução. A WebQuest potenciou o papel construtivo dos alunos na compreensão dos conceitos implícitos à temática ―Looking for a Job in a hotel‖, e foi um estímulo positivo para a aprendizagem da Língua Inglesa Os alunos valorizaram o trabalho desenvolvido, entenderam ter realizado a actividade com sucesso e consideraram a WebQuest uma experiência enriquecedora no conjunto das suas aprendizagens.With the uprising and quick evolution of the new technologies, school takes over an essential role in the digital inclusion of all students. Teachers are no longer simple knowledge conveyers and begin to guide their students in the discovery of their learning. It‘s at school one should learn to control these technologies and to be autonomous in the collaborative learning. The WebQuest arises in this educative context as a methodology that aims at using the information available on the Web, guiding the students in the selection and organization of knowledge. Based on the WebQuest model suggested by Bernie Dodge and Tom March, a quasiexperimental study was conducted with two classes in their 2nd year of vocational education, which aims at understanding the importance of the process‘ structure in solving the WebQuest and its implications in the learning and in the task. This research implied the design and application of two long term WebQuests, using the English Language, entitled ―Looking for a job in a hotel‖. The following instruments were used in the study: a pre-test, a diary, a characterization questionnaire, two questionnaires of opinion, different for the two groups, and a WebQuest comparative questionnaire. The pre-test results were compared through the non-parametric Mann-Whitney U test and no significant statistical differences were achieved (p=0,966), meaning that both groups were equivalent before the study was conducted. At the end of the study there were no significant statistical differences (p=0,180), we may conclude that both treatments were equivalent. Despite the final results, we observed that students who had the complete WebQuest Process were quicker to solve the activities, because they were guided in the roles that each element should perform. The WebQuest enhanced students‘ constructive role in the understanding of concepts related to the thematic ―Looking for a job in a hotel‖. Students valued the work developed; they accomplished the activity successfully and considered the WebQuest an enriching experience

A study about WebQuest : the importance of the process in group work

This paper reports the findings of a quasi-experimental study conducted with two classes in their 2nd year of vocational education, which aimed at understanding the importance of the process in solving the WebQuest task and its implications in learning. This research implied the design and application of two long term WebQuests, using the English Language, entitled “Looking for a job in a hotel”. We observed that students who had the complete WebQuest were quicker to solve the activities, because they were guided in the roles that each element should perform. No statistical differences were obtained. The WebQuest enhanced students’ constructive role in the understanding of concepts related to the thematic. Students valued the work developed; they accomplished the activity successfully and considered the WebQuest an enriching experience

Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved

Brazilian Flora 2020: Leveraging the power of a collaborative scientific network

International audienceThe shortage of reliable primary taxonomic data limits the description of biological taxa and the understanding of biodiversity patterns and processes, complicating biogeographical, ecological, and evolutionary studies. This deficit creates a significant taxonomic impediment to biodiversity research and conservation planning. The taxonomic impediment and the biodiversity crisis are widely recognized, highlighting the urgent need for reliable taxonomic data. Over the past decade, numerous countries worldwide have devoted considerable effort to Target 1 of the Global Strategy for Plant Conservation (GSPC), which called for the preparation of a working list of all known plant species by 2010 and an online world Flora by 2020. Brazil is a megadiverse country, home to more of the world's known plant species than any other country. Despite that, Flora Brasiliensis, concluded in 1906, was the last comprehensive treatment of the Brazilian flora. The lack of accurate estimates of the number of species of algae, fungi, and plants occurring in Brazil contributes to the prevailing taxonomic impediment and delays progress towards the GSPC targets. Over the past 12 years, a legion of taxonomists motivated to meet Target 1 of the GSPC, worked together to gather and integrate knowledge on the algal, plant, and fungal diversity of Brazil. Overall, a team of about 980 taxonomists joined efforts in a highly collaborative project that used cybertaxonomy to prepare an updated Flora of Brazil, showing the power of scientific collaboration to reach ambitious goals. This paper presents an overview of the Brazilian Flora 2020 and provides taxonomic and spatial updates on the algae, fungi, and plants found in one of the world's most biodiverse countries. We further identify collection gaps and summarize future goals that extend beyond 2020. Our results show that Brazil is home to 46,975 native species of algae, fungi, and plants, of which 19,669 are endemic to the country. The data compiled to date suggests that the Atlantic Rainforest might be the most diverse Brazilian domain for all plant groups except gymnosperms, which are most diverse in the Amazon. However, scientific knowledge of Brazilian diversity is still unequally distributed, with the Atlantic Rainforest and the Cerrado being the most intensively sampled and studied biomes in the country. In times of “scientific reductionism”, with botanical and mycological sciences suffering pervasive depreciation in recent decades, the first online Flora of Brazil 2020 significantly enhanced the quality and quantity of taxonomic data available for algae, fungi, and plants from Brazil. This project also made all the information freely available online, providing a firm foundation for future research and for the management, conservation, and sustainable use of the Brazilian funga and flora