The presence of physics education research outcomes in physics education programs in Angola

Higher Education in Angola has been the target of much criticism, as several studies point out that there are many academics in the country, but little scientific production, although in recent years there have been some advances. According to some Angolan researchers, the lack of pedagogical qualification, the lack of adequate public policies for the development of higher education, the civil war and the subordination of the teaching staff to the political system implemented, meant that there was little progress in Angolan higher education. The present research we are presenting, with a qualitative approach, aimed to analyze whether the results of research in Physics teaching have been considered in the didactic-pedagogical syllabuses and in the pedagogical projects of Physics education programs for future teachers in Angola. This country was chosen since the first author is from Angola and this study had financial support from the Angola government through the INAGBE – National Institute of Scholarship Management. In this study we analyzed the pedagogical projects of the program and syllabuses of four didactic-pedagogical disciplines from the academic years 2016 to 2020 of three public higher education institutions in Angola. For data processing, we used Michel Pêcheux's discourse analysis, as published in Brazil by Eni Orlandi (1999) and other authors. The results show that in the pedagogical projects of the analyzed courses, there is guidance for the use of research results, however, in the syllabuses of their disciplines, we found many outdated didactic manuals; the most recent, is over ten years old. The syllabuses present little use of scientific articles, monographs, dissertations and theses. In these documents, we detected only one academic work of national authorship; most of the research results used in the analyzed documents are of foreign origin. In addition, the results showed that most professors are in the process of training and have, at most, the academic degree of master. We can explain that since, until the date of completion of this research, there were no master's and doctoral programs in physics teaching in Angola. This research proves to be relevant, as it encourages professors and future teachers to make contact with scientific production, thus contributing to improve reading and consequently academic writing and argumentation in the teaching of this discipline

History of Science in Physics Teaching: A Study About the Teaching of Gravitational Attraction Developed Among Prospective Teachers

We report here some outcomes of a research related to a didactical experience aiming to integrate the History of Science to the Physics Teaching, taking as background the historical development of the gravitational attraction. The research, of qualitative approach, is a case study and it was carried out in a sample of eleven students belonging to an undergraduate physics program (called licenciatura in Brazil) designed to from High School physics teachers in a São Paulo State Public University. We tried initially to reveal prospective teachers’ conceptions in order to provide a prepare that was used to guide the activities from the reality’s diagnosis. The aim was to promote discussions on the existence and persistence of alternative conceptions, on the historical evolution of the subject gravitational attraction, through readings and debates of texts contemplating recent subjects on the Science Education research, in order to generate dissatisfaction with traditional teaching models. The future High School physics teachers were asked to construct their own teaching proposal, through the development, in real situations, in a High School, of a mini-course based on: debates and synthesis developed in University classroom, the History of the Science and the student’s alternative conceptions. In this paper we will analyze future teachers’ alternative conceptions, the development of the course proposed, and details of the mini-courses taught by the prospective teachers in real situations, among High School students, its coherence and the posture changes observed in them

IAS 41 and biological assets in Brazil: is the information really useful?

Brazil is one of the emerging countries that has adopted the IFRS, and agribusiness plays a relevant role in the Brazilian economy, turning the country into an important player in the review and discussion process of international standards. The objective of this paper is to assess whether IAS 41 contributes to the enhancement of the quality of accounting information, given that the measure that was previously used was historical cost, with no changes in the future economic benefits being disclosured, resulting in low-quality information. To analyse agribusiness companies’ financial statements, five analysis sections were created: disclosure in the notes; value relevance; timeliness of fair value information on biological assets; earnings management; and experts’ opinion of the quality of the information on the biological assets. The results reveal that: there have been improvements in the compulsory disclosure required by IAS 41, but this disclosure is not yet suitable; variations in the fair value of biological assets are value-relevant, but not for bearer plants; the information on biological assets is not timely; there are signs of earnings management by companies with lower disclosure levels; analysts consider that non-financial information may be prepared more useful. No study was found in the literature that considered the combination of the level of disclosure of the notes to the financial statements, the value relevance, the timeliness of the fair value information, earnings management and analysts’ opinions.Brazil is one of the emerging countries that has adopted the IFRS, and agribusiness plays a relevant role in the Brazilian economy, turning the country into an important player in the review and discussion process of international standards. The objective of this paper is to assess whether IAS 41 contributes to the enhancement of the quality of accounting information, given that the measure that was previously used was historical cost, with no changes in the future economic benefits being disclosured, resulting in low-quality information. To analyse agribusiness companies’ financial statements, five analysis sections were created: disclosure in the notes; value relevance; timeliness of fair value information on biological assets; earnings management; and experts’ opinion of the quality of the information on the biological assets. The results reveal that: there have been improvements in the compulsory disclosure required by IAS 41, but this disclosure is not yet suitable; variations in the fair value of biological assets are value-relevant, but not for bearer plants; the information on biological assets is not timely; there are signs of earnings management by companies with lower disclosure levels; analysts consider that non-financial information may be prepared more useful. No study was found in the literature that considered the combination of the level of disclosure of the notes to the financial statements, the value relevance, the timeliness of the fair value information, earnings management and analysts’ opinions

Dream-Reality confusion: differential psychiatric diagnosis in narcoleptic subjects

Dream-reality confusion (DRC) is the consequence of hypnagogic content confusion with real events and memories. Narcoleptic subjects eventually have DRC and can be misdiagnosed as schizophrenic or with another disorder with delusional or hallucinatory symptoms. Although dream-related experiences and hallucinatory perception share neurophysiological pathways, they are phenomenologically distinct. The lack of phenomenological intentionality in Dreamrelated perceptions, the different cognitive pathways for delusion generation, and other differences between mental disorders psychopathology, and DRC-related phenomena are here discussed. The lived world and awake experience interpretation, and dream neurobiology in narcoleptic subjects related to DRC, might indicate some hints for the mind-brain gap issue that still exists in neurology and psychiatry

Impacto da aplicação de tecnologia no ensino de empreendedorismo para estudantes concluintes da educação básica na rede pública

TCC (graduação) - Universidade Federal de Santa Catarina. Centro Araranguá. Bacharelado em Tecnologias da Informação e Comunicação.Esta pesquisa pretende verificar o impacto da aplicação de ferramentas tecnológicas no ensino de empreendedorismo para estudantes matriculados no último ano escolar da educação básica em uma escola da rede pública. Foi realizado um estudo de caso, aplicado à turma do período noturno da Escola de Educação Básica Apolônio Ireno Cardoso, localizada no município de Balneário Arroio do Silva/SC. A turma foi escolhida para estudo por participar do Projeto Tecnologia, Empreendedorismo, Inovação e Aprendizagem (TEIA), pertencente ao Laboratório de Experimentação Remota (RExLab) da Universidade Federal de Santa Catarina, Centro Araranguá. Através da aplicação de inquéritos online, foram coletados e analisados dados relacionados à percepção e satisfação dos estudantes quanto ao uso de tecnologia em aula. As tecnologias aplicadas na escola foram: ambiente virtual de aprendizagem; dispositivos móveis; recursos do Google, tais como o aplicativo Apresentações Google e a plataforma Formulários Google. O uso destas tecnologias permitiu o desenvolvimento de um curso para acesso dos estudantes envolvidos, além de inquéritos criados através da Formulários Google e atividades realizadas por meio do aplicativo Apresentações Google. Todas as atividades que contaram com uso de tecnologia incluíram o acesso a dispositivos móveis. A pesquisa permitiu verificar que o uso de tecnologia em aula é algo bem-recebido pelos estudantes, que se sentem motivados quando realizam atividades que integram ferramentas tecnológicas ao ensino, e gostariam que estas tivessem participação maior nas salas de aula

Pedagogical models focused on the integration of ICT in basic education : a systematic review

A pedagogical model is a system of theoretical premises that organize a curricular approach, being incorporated into teaching practice and the interactions between teacher, student, and learning object. In teaching practice, their interaction with students should be based on activities that seek to contextualize with reality. On the other hand, pedagogical practices, based on the implementation of Digital Information and Communication Technologies, improve the performance of teachers who develop skills to plan modern and technology-integrated learning processes. This article presents a systematic review of works published in the period 2018-2022 that dealt with the use of pedagogical models based on the integration of TDIC in basic education. From the 10 works identified, it was possible to conclude that a pedagogical model must use the technological approach to meet the needs of the teacher and their students. The research contributed to finding the main and most recent studies on the subject. In this way, the article serves as a summary of publications on pedagogical models in TDIC carried out in the period 2018-2022

A pedagogical model for integrating digital technologies in education : workshops on sustainable development goals (SDGS)

A proposal for a pedagogical model that integrates digital technologies in teaching Sustainable Development Goals (SDGs) in K-12 Education. The research is developed within project InTecEdu (Integration of Technology in Education), developed by the research group since 2008, and focusing on social inclusion for highly socially vulnerable K-12 students. The research was exploratory and qualitative; data was collected through a questionnaire and participant observation, with 253 students and 9 teachers from 5 Brazilian public schools. The research contributes by bringing a pedagogical model for integrating SDGs and Information and Communication Technologies (ICTs) in K-12 education. All analyzed aspects received a high level of approval, although some opportunities for improvement were identified, such as the duration and frequency of the session. We recommend the reuse of the pedagogical model, since our intention is for it to be open-source, and free to use. The paper is aligned with the fourth SDG: Quality Education. It directly contributes with the education of 253 socially vulnerable students from a south American public school, and indirectly contributes with improvement of education. To improve the pedagogical model based on the feedback from the questionnaires and apply it with a more extensive scenario

Competencies for STEAM areas : a focus on teacher

This article aims to present a mapping of teaching skills for STEAM areas. Society is constantly changing, and Education needs to make changes that enable the formation of the subject integrally. From this perspective, STEAM areas are increasingly present in classrooms, intending to prepare future professionals for this connected and technological world. Thus, to embrace this new society, it is pertinent to build new teaching skills that can contemplate the integral formation of the student. Methodology: The research had a qualitative approach of the interpretive type, of an applied nature, being exploratory regarding the objectives and using the case study as a procedure. The instruments were the productions of the participants of an online course and participant observation. Results and conclusions: In this study, 80 teachers participated, and the data presented denote a concern of teachers to build pedagogical competencies in the pedagogical perspective, with methodologies and action strategies, as well as technological ones, from basic training in the use of technologies. Thus, in total, 11 teaching competencies were mapped to work in STEAM areas. In addition, it was possible to glimpse suggestions of educational and digital tools that can be used in pedagogical practices, as well as active methodologies that apply in the presented context

INCLUSÃO DIGITAL EM ESCOLAS PÚBLICAS ATRAVÉS DE TECNOLOGIAS INOVADORAS DE BAIXO CUSTO NO ENSINO DE DISCIPLINAS STEM

O projeto “Promovendo inclusão digital em escolas públicas de educaçãobásica através da integração de tecnologias inovadoras de baixo custo no ensino de ciências naturais e exatas” tem sido realizado pelo Laboratório de Experimentação Remota (RExLab), da Universidade Federal de Santa Catarina, desde 2008. Este projeto já capacitou 363 docentes de 6 escolas, uma vez que se trata de uma iniciativa de integração de tecnologia na educação básica da rede pública de ensino brasileira. O presente estudo foca nos benefícios do projeto em relação aos docentes de educação básica envolvidos em seu âmbito. Os resultados positivos adquiridos pelo projeto ao longo dos anos demonstram que a integração de tecnologias na educação básica por parte dos docentes na rede pública é uma prática a ser incentivada