Visitas escolares ao Parque Paleontológico de Itaboraí

O principal objetivo deste trabalho foi utilizar o Parque Paleontológico de Itaboraí (PPI) – no município de Itaboraí (RJ) - como um espaço não formal para o ensino e aprendizagem de conteúdos de paleontologia. Visitas guiadas foram elaboradas, mediadas e avaliadas seguindo um percurso metodológico que se caracteriza como uma pesquisa ação. Os instrumentos utilizados foram anotações do tipo “diário de bordo” e entrevistas semiestruturadas. Os resultados obtidos revelaram que o procedimento adotado foi capaz de proporcionar ganhos afetivo

A inclusão social através do acesso ao patrimônio, à cultura e à educação em espaços não formais

Este trabalho envolve planejamento, execução e avaliação de visitas guiadas ao Museu Nacional por parte de estudantes da rede pública do Rio de Janeiro. O referencial teórico considera o Modelo de John Falk com seus aspectos pessoal, físico e sociocultural como facilitadores da aprendizagem em museus. O principal objetivo é viabilizar o acesso ao patrimônio, à cultura e à educação em espaços não-formais a uma parcela da população oriunda de regiões periféricas e carentes de espaços culturais. Pretende-se também estabelecer o Museu Nacional como um espaço para a elaboração de aulas não- formais de química. Os questionários aplicados antes, durante e depois das visitas fornecem os dados para a avaliação do procedimento adotado e identificam diferenças, em função da escolaridade, entre alunos visitantes. Os resultados obtidos permitem concluir que o procedimento e a dinâmica desenvolvidos proporcionam ganhos afetivos e cognitivos ao público visitante e que o contexto físico do Museu Nacional favorece a elaboração de aulas não-formais de química, sobretudo para os alunos de nível médio.This article describes the planning, performance and assessment of guided visits at the National Museum for pupils in state schools in Rio de Janeiro. The theoretical basis was the personal, physical and socio-cultural approaches for facilitating learning in museums contained in the John Falk model. The main objective was to create access to heritage, culture and education in an informal environment for a section of the population that lives in marginal areas without cultural amenities. The aim was also to establish the National Museum as an informal space for teaching chemistry. Questionnaires completed before, during and after visits provided data that was used to assess the procedure and to identify differences between visiting pupils, based on their level of education. The results lead us to conclude that the procedure and dynamic applied in this program generated affective and cognitive benefits for the visitors, and that the physical environment of the National Museum is suitable for informal chemistry teaching, particularly for secondary school pupils.Ce travail présente la planification, l'exécution et l'évaluation des visites guidées au Musée National pour les étudiants du réseau public de Rio de Janeiro. Le référentiel théorique considère que le modèle de John Falk et ses aspects personnels, physiques et socioculturels apportent une aide à l'apprentissage dans les musées. L'objectif principal est de permettre l'accès au patrimoine, à la culture et à l'éducation dans des espaces informels, pour une partie de la population originaire de régions périphériques et dépourvues d'espaces culturels. On souhaite également que le Musée National devienne un espace de cours informels en chimie. Les questionnaires appliqués avant, pendant et après les visites fournissent les données permettant d'évaluer la procédure adoptée et d'identifier les différences entre les élèves visiteurs, en fonction de leur scolarité. Les résultats obtenus permettent de conclure que les procédures et la dynamique mises en œuvre contribuent à l’enrichissement affectif et cognitif des visiteurs et que le contexte physique du Musée National favorise l'élaboration de cours informels de chimie, surtout pour les élèves de niveau moyen.Este trabajo presenta la organización, la realización y la valoración de las visitas guiadas en el Museo Nacional realizadas para los estudiantes de la red pública de Río de Janeiro. El referente teórico considera el Modelo de John Falk con sus aspectos personales, físicos y socioculturales como facilitadores del aprendizaje en los museos. El principal objetivo es facilitar el acceso al patrimonio, a la cultura y a la educación en espacios informales a una parte de la población oriunda de las regiones periféricas y carentes de espacios culturales. También se pretende transformar el Museo Nacional en un espacio para la creación de aulas informales de química. Los cuestionarios entregados antes, durante y después de las visitas ofrecen los datos necesarios para la valoración del procedimiento adoptado e identifican las diferencias, en función de la escolaridad, entre los alumnos visitantes. Los resultados obtenidos permiten concluir que el procedimiento y la dinámica llevados a cabo son beneficiosos afectivamente y cognitivamente para los visitadores, y que el entorno físico del Museo Nacional favorece la creación de aulas informales de química, sobre todo para los alumnos de nivel medio

A inclusão social através do acesso ao patrimônio, à cultura e à educação em espaços não formais

Este trabalho envolve planejamento, execução e avaliação de visitas guiadas ao Museu Nacional por parte de estudantes da rede pública do Rio de Janeiro. O referencial teórico considera o Modelo de John Falk com seus aspectos pessoal, físico e sociocultural como facilitadores da aprendizagem em museus. O principal objetivo é viabilizar o acesso ao patrimônio, à cultura e à educação em espaços não-formais a uma parcela da população oriunda de regiões periféricas e carentes de espaços culturais. Pretende-se também estabelecer o Museu Nacional como um espaço para a elaboração de aulas não- formais de química. Os questionários aplicados antes, durante e depois das visitas fornecem os dados para a avaliação do procedimento adotado e identificam diferenças, em função da escolaridade, entre alunos visitantes. Os resultados obtidos permitem concluir que o procedimento e a dinâmica desenvolvidos proporcionam ganhos afetivos e cognitivos ao público visitante e que o contexto físico do Museu Nacional favorece a elaboração de aulas não-formais de química, sobretudo para os alunos de nível médio.This article describes the planning, performance and assessment of guided visits at the National Museum for pupils in state schools in Rio de Janeiro. The theoretical basis was the personal, physical and socio-cultural approaches for facilitating learning in museums contained in the John Falk model. The main objective was to create access to heritage, culture and education in an informal environment for a section of the population that lives in marginal areas without cultural amenities. The aim was also to establish the National Museum as an informal space for teaching chemistry. Questionnaires completed before, during and after visits provided data that was used to assess the procedure and to identify differences between visiting pupils, based on their level of education. The results lead us to conclude that the procedure and dynamic applied in this program generated affective and cognitive benefits for the visitors, and that the physical environment of the National Museum is suitable for informal chemistry teaching, particularly for secondary school pupils.Ce travail présente la planification, l'exécution et l'évaluation des visites guidées au Musée National pour les étudiants du réseau public de Rio de Janeiro. Le référentiel théorique considère que le modèle de John Falk et ses aspects personnels, physiques et socioculturels apportent une aide à l'apprentissage dans les musées. L'objectif principal est de permettre l'accès au patrimoine, à la culture et à l'éducation dans des espaces informels, pour une partie de la population originaire de régions périphériques et dépourvues d'espaces culturels. On souhaite également que le Musée National devienne un espace de cours informels en chimie. Les questionnaires appliqués avant, pendant et après les visites fournissent les données permettant d'évaluer la procédure adoptée et d'identifier les différences entre les élèves visiteurs, en fonction de leur scolarité. Les résultats obtenus permettent de conclure que les procédures et la dynamique mises en œuvre contribuent à l’enrichissement affectif et cognitif des visiteurs et que le contexte physique du Musée National favorise l'élaboration de cours informels de chimie, surtout pour les élèves de niveau moyen.Este trabajo presenta la organización, la realización y la valoración de las visitas guiadas en el Museo Nacional realizadas para los estudiantes de la red pública de Río de Janeiro. El referente teórico considera el Modelo de John Falk con sus aspectos personales, físicos y socioculturales como facilitadores del aprendizaje en los museos. El principal objetivo es facilitar el acceso al patrimonio, a la cultura y a la educación en espacios informales a una parte de la población oriunda de las regiones periféricas y carentes de espacios culturales. También se pretende transformar el Museo Nacional en un espacio para la creación de aulas informales de química. Los cuestionarios entregados antes, durante y después de las visitas ofrecen los datos necesarios para la valoración del procedimiento adoptado e identifican las diferencias, en función de la escolaridad, entre los alumnos visitantes. Los resultados obtenidos permiten concluir que el procedimiento y la dinámica llevados a cabo son beneficiosos afectivamente y cognitivamente para los visitadores, y que el entorno físico del Museo Nacional favorece la creación de aulas informales de química, sobre todo para los alumnos de nivel medio

Social inclusion through access to heritage culture and education in an informal environment

This article describes the planning, performance and assessment of guided visits at the National Museum for pupils in state schools in Rio de Janeiro. The theoretical basis was the personal, physical and socio-cultural approaches for facilitating learning in museums contained in the John Falk model. The main objective was to create access to heritage, culture and education in an informal environment for a section of the population that lives in marginal areas without cultural amenities. The aim was also to establish the National Museum as an informal space for teaching chemistry. Questionnaires completed before, during and after visits provided data that was used to assess the procedure and to identify differences between visiting pupils, based on their level of education. The results lead us to conclude that the procedure and dynamic applied in this program generated affective and cognitive benefits for the visitors, and that the physical environment of the National Museum is suitable for informal chemistry teaching, particularly for secondary school pupils.Ce travail présente la planification, l'exécution et l'évaluation des visites guidées au Musée National pour les étudiants du réseau public de Rio de Janeiro. Le référentiel théorique considère que le modèle de John Falk et ses aspects personnels, physiques et socioculturels apportent une aide à l'apprentissage dans les musées. L'objectif principal est de permettre l'accès au patrimoine, à la culture et à l'éducation dans des espaces informels, pour une partie de la population originaire de régions périphériques et dépourvues d'espaces culturels. On souhaite également que le Musée National devienne un espace de cours informels en chimie. Les questionnaires appliqués avant, pendant et après les visites fournissent les données permettant d'évaluer la procédure adoptée et d'identifier les différences entre les élèves visiteurs, en fonction de leur scolarité. Les résultats obtenus permettent de conclure que les procédures et la dynamique mises en œuvre contribuent à l’enrichissement affectif et cognitif des visiteurs et que le contexte physique du Musée National favorise l'élaboration de cours informels de chimie, surtout pour les élèves de niveau moyen.Este trabajo presenta la organización, la realización y la valoración de las visitas guiadas en el Museo Nacional realizadas para los estudiantes de la red pública de Río de Janeiro. El referente teórico considera el Modelo de John Falk con sus aspectos personales, físicos y socioculturales como facilitadores del aprendizaje en los museos. El principal objetivo es facilitar el acceso al patrimonio, a la cultura y a la educación en espacios informales a una parte de la población oriunda de las regiones periféricas y carentes de espacios culturales. También se pretende transformar el Museo Nacional en un espacio para la creación de aulas informales de química. Los cuestionarios entregados antes, durante y después de las visitas ofrecen los datos necesarios para la valoración del procedimiento adoptado e identifican las diferencias, en función de la escolaridad, entre los alumnos visitantes. Los resultados obtenidos permiten concluir que el procedimiento y la dinámica llevados a cabo son beneficiosos afectivamente y cognitivamente para los visitadores, y que el entorno físico del Museo Nacional favorece la creación de aulas informales de química, sobre todo para los alumnos de nivel medio

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

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time, and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space. While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes, vast areas of the tropics remain understudied. In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity, but it remains among the least known forests in America and is often underrepresented in biodiversity databases. To worsen this situation, human-induced modifications 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, 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