FORMACIÓN EN NANOTECNOLOGÍA PARA LA EDUCACIÓN SECUNDARIA: ACCIONES Y PERSPECTIVAS DEL PROYECTO LIFENANO-IFSP

En el medio de los desafíos e iniciativas encaminadas para mejorar la enseñanza en diversas áreas del conocimiento en la educación básica, está el perfeccionamiento de la formación docente. Esto viene siendo debatido tanto por el gobierno federal brasileño como por la comunidad académica. Los enfoques metodológicos innovadores orientados a temas de ciencia contemporáneos y las propuestas para la introducción sistemática de conceptos de nanociencia y nanotecnología son aún muy incipientes. Esa situación no se limita a Brasil; se presenta también en otros países iberoamericanos. En este panorama es necesario el uso de estrategias colaborativas con el fin de establecer acciones de difusión y formación en nano-ciencia y nanotecnología. En este trabajo se presentan acciones y perspectivas de un laboratorio para capacitación inter-disciplinar de educadores en nanociencia y nanotecnología en el interior del estado de São Paulo, en Brasil. También se muestra como el laboratorio interactúa con un programa de becas de iniciación a la enseñanza financiado por el gobierno federal brasileño. Finalmente, se discuten las motivaciones de los estudiantes participantes y las potenciales contribuciones del laboratorio para una red internacional orientada a la difusión y a la capacitación en nanociencia y nanotecnología.Among the challenges and initiatives aiming the improvement of teaching in several areas of knowledge in basic education, the enhancement of the formation of teachers plays a key role. Both the Brazilian government and the academic community have debated about this. Innovative methodological approaches devoted to contemporary topics of science are still incipient. This occurs in Brazil as well as in other Iberian American countries. In these conditions, the use of collaborative strategies is necessary towards the diffusion and the education in nanoscience and nanotechnology. This work presents actions and perspectives of the laboratory for the interdisciplinary formation of teachers in nanoscience and nanotechnology in the countryside of the State of São Paulo, in Brazil. It has been shown how this laboratory interacts with an institutional program of fellowships for teaching apprenticeship that is supported by the Brazilian Federal Government. Finally, the motivations of the participating students and the contributions of the laboratory to an international network devoted to the diffusion and education in nanoscience and nanotechnology are discussed

HOLOGRAFÍA Y REALIDAD VIRTUAL EN LA ENSEÑANZA DE NANOTECNOLOGÍA: NUEVOS HORIZONTES DIRIGIDO A EDUCACIÓN SECUNDARIA

El uso casi inseparable de los recursos tecnológicos en las dimensiones sociales, profesionales y afectivas, sugieren un nuevo proceso de resignificación sociocultural y cognitiva. Tales desarrollos ganan notoriedad con el advenimiento de las nuevas tecnologías de la información y de la comunicación (NTIC), trayendo nuevos horizontes para las prácticas educativas. Las NTIC en el futuro se basará en tecnologías emergentes, que en propuestas educativas permitirán integrar y articular saberes de diferentes áreas del conocimiento de una manera interdisciplinar. Estas tecnologías disruptivas tienden a proporcionar avances significativos en áreas, tales como: tecnología de la información, la holografía, nanotecnología, biotecnología, ciencias cognitivas, robótica e inteligencia artificial. Entre esta gama de posibilidades, incluye tecnologías capaces de expresar representaciones de la realidad o la imaginación, a veces de difícil abstracción. En este contexto, la holografía y la realidad virtual congregan supuestos metodológicos que actúan de forma activa y que motivan, con alto poder de ilustración y de la interactividad. Este trabajo presenta los resultados sobre el uso de la holografía y realidad virtual para la enseñanza de conceptos de nanociencia y nanotecnología (N and N) en la educación secundaria. Metodológicamente este trabajo fue desarrollado con lo uso de estas tecnologías para la enseñanza de N and N en eventos científicos en el período entre 2015 y 2017. Los resultados muestran que los elementos interactivos de estas tecnologías pueden potenciar y corroborar para el aprendizaje significativo de conceptos relacionados con N and N y que son difíciles para la abstracción de los estudiantes.Use almost inseparable from the technological resources in social, professional and emotional dimensions, suggest a new process of sociocultural and cognitive resignification. Such developments gain notoriety with the advent of new technologies of information and communication (NTIC), bringing new horizons for educational practices. ICTs in the future will be based on emerging technologies that will integrate and articulate knowledge from different areas of knowledge in an interdisciplinary manner in educational proposals. These disruptive technologies tend to provide significant advances in areas such as: technology information, holography, nanotechnology, biotechnology, cognitive science, robotics and artificial intelligence. Among this range of possibilities, including technologies capable of express representations of reality or imagination, sometimes difficult to abstraction. In this context, holography and virtual reality meet methodological assumptions that act in an active way and that motivate, with high power of illustration and interactivity. This paper presents the findings on the use of holography and virtual reality for the teaching of concepts in nanoscience and nanotechnology (N and N) in secondary education. Methodologically, this work was developed with use of these technologies for the teaching of N and N in scientific events in the period between 2015 and 2017. The results show that the interactive elements of these technologies can enhance and corroborate to the meaningful learning of concepts related to N and N, and which are difficult for the abstraction of the students

EL JUEGO CAZA-NANO Y LA ENSEÑANZA DE NANO CONCEPTOS: ACTIVIDADES LÚDICAS EN LA EDUCACIÓN SECUNDARIA

Los temas de nanociencia y nanotecnología (N and N) están muy presentes en los medios de comunicación y en la vida cotidiana de la sociedad. Sin embargo, su enseñanza sigue planteando grandes desafíos. En Brasil, las propuestas educativas que tocan conceptos de N and N en el contexto de la educación secundaria son todavía muy incipientes, aunque éstos estén presentes en la vida de los estudiantes. Esta situación se puede atribuir a varios factores, pero principalmente al hecho de que los cursos de formación del profesorado no incluyen sistemáticamente las bases metodológicas necesarias para la enseñanza de esos temas actuales y relevantes de la ciencia. La articulación de estos contenidos con enfoques innovadores y motivadores es esencial para mejorar la educación secundaria. Presentamos una propuesta educativa de temas de N and N a través de una actividad lúdica: el juego llamado Caza-Nano. Este está diseñado para mejorar el uso de la notación científica y la comprensión del orden de magnitud, así como el aprendizaje cuestiones relacionadas con la ciencia contemporánea. En este sentido, la investigación reveló que, cuando son bien preparadas, las actividades lúdicas se pueden utilizar en diferentes niveles de enseñanza. Por lo tanto, la investigación pone de relieve aspectos importantes y el potencial de las actividades recreativas como herramientas para la enseñanza y aprendizaje de calidad.The topics of nanoscience and nanotechnology (N and N) are present in the media and in the everyday life of society. However, their teaching continues to pose major challenges. In Brazil, the educational proposals that deal with concepts of N and N in the context of basic education are still incipient, although they are present in students’ lives. This situation may be attributed to several factors, but mainly to the fact that teacher-training courses do not systematically include the necessary methodological basis for teaching such current and relevant topics of science. The articulation of this content with innovative and motivating approaches is essential to improve learning at the High School. We present an educational proposal of N and N-related themes, through a playful activity: the game called as Caza-Nano. This has been designed to improve the use of scientific notation and understanding of the order of magnitude and the learning of topics of contemporary science. In this regard, the investigation revealed that, when appropriately prepared, playful activities may be used at different levels of education. Therefore, the research highlights important aspects and the potential of recreational activities as tools for the quality of teaching and learning in science

Physicochemical changes in cubiu fruits (Solanum sessiliflorum Dunal) at different ripening stages

Cubiu shrubs (Solanum sessiliflorum Dunal) have drawn the attention of researchers for their biological versatility (preferential heliophilous or facultative ombrophilous shrubs), their capacity to grow in upland or lowland areas, and the good technological quality of their fruits for the food industry. The aim of this study was to verify physicochemical changes in cubiu fruits during maturation. The fruits were harvested from the experimental station of olericulture of the Instituto Nacional de Pesquisas da Amazônia (INPA), Brazil. The analyses were performed in whole cubiu fruits (peel, pulp, and placenta) at four traditional ripening stages (green, turning, ripe, and fully ripe) for the determination of weight, moisture, total solids, total carotenoids, proteins, lipids, and ash. Cubiu fruits showed large weight variation, with amodal distribution. The ripe stage was critical to maintain moisture, and from that stage on, water loss became evident. The lipids increased steadily over the four ripening stages, maintaining, however, insignificant calorie content. Total carotenoids, proteins, and ash reached the maximum level at the fully ripe stage. With the exception of weight and moisture, all physicochemical changes exhibited the same general behavior, i.e. they increased as the fruits ripened at the four investigated stages

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost