História e Filosofia da Ciência no ensino de química: o que os alunos pensam sobre a colaboração entre os cientistas

O presente artigo tem por objetivo levantar o que alunos Educação Básica de uma escola pública de Curitiba pensam sobre a colaboração entre os cientistas. O trabalho faz parte foi desenvolvido durante uma das etapas do Programa Institucional Bolsas de iniciação a Docência (PIBID), projeto institucional da Universidade Federal do Paraná, Subprojeto Química. A base teórica consiste na abordagem História e Filosofia da Ciência (HFC) e é fundamentada essencialmente nos trabalhos de Mattews (1995), Bastos (1998), Santos (2006) e Martins (2007). Os resultados apontam que a abordagem HFC pode contribuir para que os alunos reflitam sobre suas concepções a respeito da ciência e dos cientistas

“O salto quântico dos vagalumes”: os quadrinhos como ferramenta didática nas aulas de química

Anais do II Seminário Seminário Estadual PIBID do Paraná: tecendo saberes / organizado por Dulcyene Maria Ribeiro e Catarina Costa Fernandes — Foz do Iguaçu: Unioeste; Unila, 2014O trabalho analisa os resultados de uma Proposta Didática que aborda o modelo atômico de Bohr a partir de uma HQ sobre a bioluminescência dos vagalumes. Como os conceitos envolvidos nesse conteúdo são vistos de forma abstrata pelos alunos, o recurso didático adotado visava minimizar essa dificuldade e tornar a aula mais atrativa. Após aplicação da Proposta Didática e avaliação dos resultados pode-se notar um maior aprimoramento do senso crítico e criativo dos estudantes ao associar o conteúdo desenvolvido em sala de aula anteriomente, com a história presente no quadrinho. O interesse e envolvimento dos alunos na aula foram perceptíveis, podendo assim, considerar as Histórias em Quadrinhos como um recurso didático de grande potencial para o Ensino de Químic

3D computational game in first person: a possibility for teaching chemistry

In the last two decades, the use of computers has intensified in the school environment. The technology involved in the computational environment has become inseparable from students' everyday life, so that play has gained importance and computer games have become routine. The use of educational tools that combine science, technology, social and environmental aspects with school content can result in an innovative learning experience. In this context, this work proposes the teaching and learning of the environmental aspects of chemistry, and of the physical chemistry, from a tool of great attractiveness, the 3D game in the first person, developed as a product of this dissertation. The school content used in this game as a basis for the questions and approaches Science, Technology, and Society was inspired by the book Citizen Chemistry, Vol. LI 2012, by Professor Wildson Santos. The volume of the book used corresponds to the contents of physical chemistry. For the construction of the game was used the game engine Unity3D. In this game, the student walks through open and closed environments composed of 3 phases: Natural environment, city and industry. The student answers the questions proposed in totems along his journey through the phases, where correct answers to the proposed questions result in points. The correct destination of the residues found along the way also results in points. In this work, seven analyzes were performed, all of which follow Laurence Bardin's content analysis methodology. The first analysis uses the categories pre-tabulated by the master of this dissertation, the second third and fourth analyzes, were made using the categories of analysis, tables 2.2, 3.3, 4.4, of the master's thesis of Professor Wildson Santos. The fifth analysis verifies the presence in the game of the characteristics described by Magdalena Bober for computational games in the teaching, the sixth analysis, verifies the presence of the characteristics that the good computational games must have according to Liliana Passerino, the seventh analysis that verifies the presence of aspects that characterized by playfulness, according to the considerations of Ângela Maluf, Raquel Pinho, Liliana Passerino. The analyzes showed that the game achieved the objectives, addressing the proposed chemical contents within the CTS approach, the characteristics described by the cited authors and presenting the expected playfulness. In the first analysis, made from the categories created for this dissertation, it was observed a lower incidence of occurrences in the category stimulus to the learning of chemistry, this deficiency will serve as base of the actions that will guide the improvement of the game.Nas últimas duas décadas, a utilização dos computadores tem se intensificado no ambiente escolar. A tecnologia envolvida no ambiente computacional tornou-se indissociável do cotidiano dos estudantes, de forma que o lúdico ganhou importância, e os jogos computacionais tornaram-se rotina. A utilização de ferramentas educacionais, que associem ciência, tecnologia, aspectos sociais e ambientais com os conteúdos escolares, podem resultar em uma experiência inovadora do ponto de vista do aprendizado. Nesse contexto, este trabalho propõe o ensino e aprendizado dos aspectos ambientais da química e de conteúdos de físicoquímica, a partir de uma ferramenta de grande atratividade, o jogo 3D em primeira pessoa, desenvolvido como produto desta dissertação. O conteúdo escolar utilizado neste jogo, como base para as perguntas e as abordagens Ciência, Tecnologia, Sociedade, foi inspirado no livro Química Cidadã, Vol lI de 2012, do professor Wildson Santos, o qual corresponde aos conteúdos de físico-química. Para a construção do jogo foi utilizada a game engine Unity3D. Neste jogo, o aluno percorre ambientes abertos e fechados compostos por três fases: ambiente natural, cidade e indústria. O aluno responde às questões propostas em totens ao longo da sua jornada pelas fases, e as respostas corretas às questões propostas resultam em pontos. A correta destinação dos resíduos encontrados ao longo do caminho também resulta em pontos. Nesse trabalho foram feitas sete análises, todas apoiadas na metodologia de análise de conteúdo de Laurence Bardin. A primeira análise utiliza as categorias preestabelecidas nesta dissertação, a segunda, terceira e quarta análises foram feitas utilizando, como categorias de análise, o conteúdo das tabelas 2.2, 3.3, 4.4, da dissertação de mestrado do professor Wildson Santos. A quinta análise verifica a presença no jogo das características descritas por Magdalena Bober para jogos computacionais no ensino. A sexta análise valida à presença das características que os bons jogos computacionais devem ter, segundo Liliana Passerino, e a sétima análise observa e ratifica a presença de aspectos que caracterizam ludicidade, segundo as considerações de Ângela Maluf, Raquel Pinho, Liliana Passerino. As análises feitas demonstram que o jogo atingiu os objetivos, abordando os conteúdos de química propostos dentro do enfoque CTS, as características descritas pelos autores citados e apresentando a ludicidade esperada. Na primeira análise realizada, feita a partir de categorias criadas para esta dissertação, observou-se uma menor incidência de ocorrências na categoria estímulo ao aprendizado de química, e tal deficiência servirá como base das ações que nortearão o aperfeiçoamento do jogo

Diminishing benefits of urban living for children and adolescents’ growth and development

Optimal growth and development in childhood and adolescence is crucial for lifelong health and well-being1–6. Here we used data from 2,325 population-based studies, with measurements of height and weight from 71 million participants, to report the height and body-mass index (BMI) of children and adolescents aged 5–19 years on the basis of rural and urban place of residence in 200 countries and territories from 1990 to 2020. In 1990, children and adolescents residing in cities were taller than their rural counterparts in all but a few high-income countries. By 2020, the urban height advantage became smaller in most countries, and in many high-income western countries it reversed into a small urban-based disadvantage. The exception was for boys in most countries in sub-Saharan Africa and in some countries in Oceania, south Asia and the region of central Asia, Middle East and north Africa. In these countries, successive cohorts of boys from rural places either did not gain height or possibly became shorter, and hence fell further behind their urban peers. The difference between the age-standardized mean BMI of children in urban and rural areas was <1.1 kg m–2 in the vast majority of countries. Within this small range, BMI increased slightly more in cities than in rural areas, except in south Asia, sub-Saharan Africa and some countries in central and eastern Europe. Our results show that in much of the world, the growth and developmental advantages of living in cities have diminished in the twenty-first century, whereas in much of sub-Saharan Africa they have amplified

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