ABSTRACT
Investigamos os conteúdos de ensino do componente curricular de Educação Física planejados para estudantes do 4° Ano do Ensino Fundamental, por meio da análise de 66 videoaulas veiculadas no Canal YouTube TV Escola Curitiba. Na análise adotamos as técnicas da Análise de Conteúdo (BARDIN, 2011). Evidenciamos, que as propostas contemplaram as unidades Esportes, Jogos/brincadeiras, Lutas, Danças e Ginásticas, oportunizando tanto a construção de saberes conceituais relativos à história, categorização, características e regras, quanto saberes corporais, experienciados na prática dessas manifestações culturais. Consideramos que outros professores possam se beneficiar dos materiais produzidos nas videoaulas, assim como se inspirarem para criar seus próprios canais.
We investigated the teaching contents of the Physical Education curricular component planned for students in the 4th year of elementary school, through the analysis of 66 video classes broadcast on YouTube TV Escola Curitiba. In the analysis adopted the techniques of Content Analysis (BARDIN, 2011). We evidence that the proposals contemplated the Sports, Games/Plays, Fights, Dances and Gymnastics units, providing opportunities for construction of conceptual knowledge related to history, categorization, characteristics and rules, as well as bodily knowledge, experienced the practice of these cultural manifestations. We believe that other teachers can benefit from the materials produced in the video classes, as well as be inspired to create their own channels.
Investigamos los contenidos didácticos del componente curricular de Educación Física planificados para alumnos de 4º año de primaria, mediante el análisis de 66 videoclases retransmitidas en el Canal YouTube TV Escola Curitiba. En el análisis adoptamos las técnicas de Análisis de Contenido (BARDIN, 2011). Evidenciamos que las propuestas contemplaron las unidades Deportes, Juegos/Jugadas, Peleas, Bailes y Gimnasia, brindando oportunidades para la construcción de conocimientos conceptuales relacionados con la historia, categorización, características y reglas, y conocimientos corporales, vividos en la práctica de estas manifestaciones. Creemos que otros profesores pueden beneficiarse de los materiales de las videoclases, así como inspirarse para crear sus propios canales.
ABSTRACT
Investigamos os conteúdos de ensino do componente curricular de Educação Física planejados para estudantes do 4° Ano do Ensino Fundamental, por meio da análise de 66 videoaulas veiculadas no Canal YouTube TV Escola Curitiba. Na análise adotamos as técnicas da Análise de Conteúdo (BARDIN, 2011). Evidenciamos, que as propostas contemplaram as unidades Esportes, Jogos/brincadeiras, Lutas, Danças e Ginásticas, oportunizando tanto a construção de saberes conceituais relativos à história, categorização, características e regras, quanto saberes corporais, experienciados na prática dessas manifestações culturais. Consideramos que outros professores possam se beneficiar dos materiais produzidos nas videoaulas, assim como se inspirarem para criar seus próprios canais (AU).
We investigated the teaching contents of the Physical Education curricular component planned for students in the 4th year of elementary school, through the analysis of 66 video classes broadcast on YouTube TV Escola Curitiba. In the analysis adopted the techniques of Content Analysis (BARDIN, 2011). We evidence that the proposals contemplated the Sports, Games/Plays, Fights, Dances and Gymnastics units, providing opportunities for construction of conceptual knowledge related to history, categorization, characteristics and rules, as well as bodily knowledge, experienced the practice of these cultural manifestations. We believe that other teachers can benefit from the materials produced in the video classes, as well as be inspired to create their own channels (AU).
Investigamos los contenidos didácticos del componen-te curricular de Educación Física planificados para alumnos de 4º año de primaria, mediante el análisis de 66 videoclases retransmitidas en el Canal YouTube TV Escola Curitiba. En el análisis adoptamos las técnicas de Análisis de Contenido (BARDIN, 2011). Evidenciamos que las propuestas contemplaron las unidades Deportes, Juegos/Jugadas, Peleas, Bailes y Gimnasia, brindando oportunidades para la construcción de conoci-mientos conceptuales relacionados con la historia, categorización, ca-racterísticas y reglas, y conocimientos corporales, vividos en la práctica de estas manifestaciones. Creemos que otros profesores pueden bene-ficiarse de los materiales de las videoclases, así como inspirarse para crear sus propios canales (AU).
Subject(s)
Humans , Physical Education and Training , Teaching , Education, Distance , Education, Primary and Secondary , Play and Playthings , GymnasticsABSTRACT
ABSTRACT Biodiversity decline has been the focus of discussions in the last decade, especially on the amphibian species decline. After a scientometric analysis using international databases, we found that the number of peer-reviewed articles considering education practices related to the theme increased along with the number of ecological researches. However, the increase in ecological researches is much higher than the increase in publications of education practices. Studies suggest that conservation attitudes are important and that education practices are an important tool for improving human perceptions on this subject. In this sense, increase the publication of projects and programs results related to local education practices in international journals could help the dissemination of efficient methods for conservation, as well as facilitating access to information internationally, since species decline, especially for amphibians, is a global concern. Then, we suggest that educational practices, at least when related to conservation, should follow a more standardized protocol, and be published in international journals, as the efficiency of such practices should be evaluated and methods once published could help other nations to improve their ecological literacy.
Subject(s)
Humans , Animals , Bibliometrics , Peer Review, Research/trends , Amphibians , Periodicals as Topic , Databases, Bibliographic , Ecology/statistics & numerical data , Extinction, BiologicalABSTRACT
Teachers face one of the highest demands of any professional group to use their voices at work. Thus, they are at higher risk of developing voice disorder than the general population. The consequences of voice disorder may have impact on teacher’s social and professional life as well as their mental, physical and emotional state and their ability to communicate. Objectives of this study are to determine the prevalence of voice disorder and the relationship between voice disorder with associated risk factors such as teaching activities and lifestyle factors among primary school teachers in Bintulu, Sarawak. A cross sectional study was conducted based on random sample of 4 primary schools in Bintulu, Sarawak between January-March 2014. A total of 100 full-time primary school teachers were invited to participate in the study. Data were collected through a self-administered questionnaire addressing the prevalence of voice disorder and potential risk factors. Descriptive analysis and chi-square test was used to measure the relationship between voice disorder and associated risk factors. The response rate for this study was 78% (78/100). The study found that the prevalence of voice disorder among primary school teachers in Bintulu, Sarawak was 13%. Chi-square test results revealed that factors significantly associated with voice disorder (p<0.05) were smoking (p=0.012), consuming alcohol beverages (p=0.012) for lifestyle factors while teaching session (p=0.049) for teaching activities. A low prevalence of voice disorder exists among primary school teachers in Bintulu, Sarawak. Smoking, consuming alcohol beverages and teaching session has proven to be significantly associated causing voice disorder among them.
ABSTRACT
Objetivo: caracterizar algunos aspectos de la reunión metodológica en la asignatura de Morfofisiopatología Humana I (MFPHI). Métodos: investigación descriptiva en el marco de la educación médica, en el área de Salud Integral Comunitaria "Dr. Leonidas Ramos", Guanare, Estado Portuguesa, Venezuela. Se aplicó un cuestionario a 15 profesores, se entrevistó a 3 informantes clave y se observaron 7 reuniones de preparación metodológica. Se hizo revisión documental y bibliográfica. Resultados: el 100 % de los profesores respondió que siempre en las reuniones de preparación metodológica de la asignatura de MFPHI, se analizaba el cumplimiento y planificación de las actividades docentes de la semana anterior y próxima semana, también el cumplimiento del plan calendario, los resultados de las evaluaciones de los estudiantes, la disciplina y la autopreparación profesoral. Conclusiones: se identificaron aspectos positivos y algunas insuficiencias en las reuniones de preparación metodológica de la asignatura de Morfofisiopatología Humana I.
Objective: to characterize some aspects of the methodological meeting for Human Morphophysiology subject. Methods: descriptive research in the field of medical education carried out in "Dr Leonidas Ramos" comprehensive community health area in Guarare, Portuguesa state, Venezuela. Fifteen professors were asked to answer a questionnaire, three key informants were interviewed and seven methodological preparation meetings were monitored. A documentary and literature review was made. Results: all the professors answered that this type of meeting always analyzed the carrying out and planning of the teaching activities of the previous week and the following week as well as the fulfillment of the calendar schedule, the results of the evaluations of students, discipline and professor's self-preparation. Conclusions: positive and negative aspects of the methodological preparation meetings in Human Morphophysiology I subject were identified.
Subject(s)
Education, Medical/standards , Education, Medical, Undergraduate/methods , Faculty, MedicalABSTRACT
Introducción: el cuidado de la voz es un elemento profesional fundamental en la docencia. Objetivo: reflexionar sobre la importancia del cuidado de la voz en la actividad docente y hacer algunas sugerencias de cómo cuidarla y emplearla de la mejor forma. Material y Métodos: se realizó la revisión bibliográfica y documental de textos relacionados con el tema, lo que posibilitó obtener e integrar la información. Desarrollo: el profesor es un profesional de la voz y como tal debe saber cuáles son los requerimientos para una voz saludable y ser consciente de que las alteraciones de la voz no sólo repercuten en su capacidad comunicativa interpersonal sino en el desempeño satisfactorio de su profesión. La voz no es tan sólo una herramienta de trabajo, con la cual podemos hacer gala de nuestros conocimientos y recrear una formidable disertación acerca de determinados temas, sino que nos permite además, comunicarnos de muchas maneras. Por lo tanto, igual que nos entrenamos para mantener el cuerpo en forma y la mente sana, tenemos ante todo y por bienestar propio que cuidar la voz y conocer cómo se produce, qué nos afecta y qué hacer para mantenerla saludable. Conclusiones: el cuidado de la voz es muy importante durante el proceso docente-educativo. Se sugiere una serie de medidas para cuidarla tales como tomar agua constantemente, evitar hablar por encima del ruido ambiental y no comenzar la clase hasta que los estudiantes estén en silencio, entre otras.
Introduction: taking care of the voice is a significant professional element the teaching-learning process. Objective: to make a reflection upon the importance of taking care of the voice in the teaching activity and suggest how to care for it and use it in the best way. Material and Methods: books and documents on the topic were consulted which allowed us to gather information. Development: the teacher is a voice professional, so he/she should know the requirements to have a healthy voice and should be conscious that the problems of the voice not only influence on his/her interpersonal communicative ability, but also on his/her satisfactory performance as a professional. The voice is not only a working tool, with which we present our knowledge and recreate a great dissertation on different themes. It also allows us to communicate in different ways. Therefore, as we train to keep fit and healthy, we have; first of all, to take care of the voice for our own sake and we have also to know how it is produced, what is affected and what to do to keep it healthy. Conclusions: taking care of the voice is very important in the teaching-learning process. Some measures to take care of the voice are suggested; for example, drinking plenty of water, avoiding talking louder than the surrounding noises, and not starting the lesson until students are silent, among others.
ABSTRACT
O presente trabalho teve como objetivo criar e avaliar atividades didáticas que fizessem o contraponto entre os processos de Seleção Natural e Seleção Sexual na origem e manutenção da diversidade das espécies. Essas atividades foram utilizadas em uma graduação pública semipresencial em Licenciatura em Ciências Biológicas do estado do Rio de Janeiro e pretendia auxiliar no ensino mais efetivo da Teoria Evolutiva, pois esse é um tema central das Ciências Biológicas e deve ser ensinado desde a Educação Básica. Para que essas atividades fossem avaliadas, além da revisão dos referenciais teóricos da área, também foram realizadas análises de livros didáticos do Ensino Médio em relação ao tema Evolução; caracterização do tema Evolução nos módulos didáticos dessa graduação, material que os alunos recebem quando se inscrevem nas disciplinas; e análise de provas presenciais arquivadas da disciplina Evolução. Com esses dados pretendíamos, em primeiro lugar, caracterizar os conceitos de evolução que mais aparecem em um importante instrumento de consulta de professores e alunos - os livros didáticosTambém pretendíamos caracterizar os conceitos que permeiam essa graduação semipresencial, as concepções dos processos evolutivos dos alunos que já cursaram a disciplina Evolução e se as atividades contribuiriam ou não para que tal tema fosse apreendido de forma mais satisfatória. Os resultados referentes a esses dados indicaram que existem lacunas e erros conceituais que devem ser transpostos. Porém, após a realização das atividades e sua análise através da metodologia do Discurso do Sujeito Coletivo, erros conceituais sobre os processos de seleção natural e seleção sexual continuaram fazendo parte do repertório de respostas do grupo. Julgamos que devemos reformular as atividades e testá-la novamente, numa tentativa de continuar contribuindo para um ensino mais efetivo da Teoria Evolutiva...
The present work had as objective creating and evaluating teachingactivities that contrast the processes of Natural Selection and Sexual Selection inthe origin and maintenance of the species' diversity. These activities were testedon Biological Sciences graduation courses in partial-time public graduationinstitutions of the state of Rio de Janeiro, with the goal of reaching a more effectiveprogram to teach Evolutionary Theory, as this is one of the main pillars ofBiological Sciences courses and should be taught since basic education. Forthese activities to be evaluated, in addition to the review of theoretical referencesin the area, there was also the analysis of highschool textbooks in regards to thetheme of Evolution: characterizations of the Evolution theme on these didacticmodules, evaluation of the material students receive when enrolling on thosedisciplines, and analysis of previous written exams on the discipline of Evolution.This data would help characterize the concepts of Evolution that are morewidespread in textbooks, as well as characterizing the concepts that surround thispart-time graduation, the conceptions of evolutionary processes from the studentsthat already attended the Evolution discipline and if those activities contributed ornot to the theme being satisfactorily learned. The data results indicate gaps andconceptual errors that must be overcome; however, after these activities wereanalysed through the metodology of Collective Subject Discourse (Discurso doSujeito Coletivo), conceptual errors about the natural and sexual selectionprocesses remain part of the group's answers. In conclusion, these activities mustbe reformulated and reapplied, in an attempt to further contribute to a moreeffective education in Evolutionary Theory...