Teacher Training In Teaching Biochemistry: Potentializing the Teaching Practice in the Graduate

In  Brazil,  perceives  that  the  post-graduation  lato  sensu  and  strictu  sensu  have  formed professionals  to  carry  out  the  teaching  in  higher  education.  The  Master  course  in Biochemistry,  Federal  University  of  Pampa  search  through  the  curricular  component "Theory and Practice in Higher Education", provide spaces for reflection and proposition about  teaching  practice  to  prepare  their  learners  for  teaching  in  higher  education, discussing  topics  about  the  history  of  higher  education  in  Brazil  and  preparation  to teaching  in  post-graduate  courses.  In  this  work,  we  seek  to  report  the  importance  of these  discussions  in  graduate  programs  and  as  professionals  in  various  areas  of knowledge can discuss and identify the current situation of higher education in Brazil in search  of  improving  their  practice  through  the  participants  perceptions  of  curricular component.  In  this  sense,  the  discussions  highlight  the  importance  of  this  formative space  for  understanding  about  teaching  in  higher  education,  demystifying  the professional's  performance  and  its  relationship  with  the  teaching,  research  and extension.  In  conclusion,  we  highlight  the  relevance  this  model  of  pedagogical  training the  within  the  framework  the  post-graduation,  stressing  that  these  are  spaces  that contribute  to  the  teacher  training  developing  critical  and  reflective  perceptions,  making learning meaningful and potentiating the teaching practice

Experimentation and problem-based learning as alternative for the science teaching

Experimentation  and  problem-based  learning  may  aid  to  diminish  the  lack  of student  interest  in  science  teaching  and  its  contents.  These  tools  help  in understanding and in approaches in the scientific method to contextualize and give meaning to science teaching. Thus, this descriptive study presents an alternative developed from experimental activities carried out in short courses to 185 students from public schools in Uruguaiana-RS. With the problem-based learning, seven courses were offered in the period 2010-2011 lasting for five days. The courses were divided into four stages: problematization, with the theme "The food and our health";  experiment  and  theory,  these  phases  occur  together,  where  students define  the  protocol  to  be  followed  in  order  to  try  to  answer  questions experimentally using books and internet to sustain the practice theoretically; and closing, the students show the results of experiments carried out during the course through  theater,  music,  posters  or  slides.  Since  students  are  the  agents responsible for the development of this work the experimental activities through learning situations based on problems triggered a strong interest and involvement of students in the school contents. In conclusion, this method of experimentation and problem-based learning instigates the interest by scientific knowledge and turns the teaching of science in a practice innovative teaching

C-STIM: Protocol for a randomized, single-blind, crossover study of cerebellar repetitive transcranial magnetic stimulation (rTMS) for postural instability in people with progressive supranuclear palsy (PSP)

Background: Methods for modulating the cerebellum with transcranial magnetic stimulation (TMS) are well established, and preliminary data from our group and others has shown evidence of transient improvements in balance after cerebellar repetitive transcranial magnetic stimulation (rTMS) in progressive suprancuclear palsy (PSP). This study examines extensive posturography measures before and after 10 sessions of cerebellar rTMS and sham TMS in PSP. Methods: Thirty subjects with PSP and postural instability will undergo cerebellar active and sham rTMS in a single-blind, crossover design with a randomized order of a 10-day intervention. Primary outcomes will be changes in sway area and medio-lateral range of sway with eyes open while standing on a stationary force-plate, and safety, tolerability, and blindedness. Secondary outcomes will include posturography and gait analysis with body-worn, triaxial inertial sensors, clinical balance scales and questionnaires, and a bedside test of vestibular function. Exploratory outcomes are changes in functional near infrared spectroscopy (fNIRS) signal over the prefrontal, supplementary motor, and primary motor cortices while standing and walking, and speech samples for future analysis. Discussion: The C-STIM crossover intervention study adds a longer duration of stimulation and extensive posturography measures to more finely measure the improvements in balance and exploratory functional near-infrared spectroscopy (fNIRS) over the prefronal, supplementary motor, and primary motor cortices during balance assessments before and after 10 sessions of cerebellar rTMS and 10 sessions of sham cerebellar TMS. This project will improve our understanding of the importance of the cerebellum for control of postural stability in PSP