Neste trabalho investigamos a motivação e o engajamento de estudantes do sexto (6o) ano de duas escolas públicas (Urbana e Rural) durante uma atividade na abordagem do Ensino por Investigação. Na coleta de dados utilizamos vídeogravações e materiais produzidos pelos alunos. Para análise e organização de dados, escolhemos a análise de conteúdo e categorizações utilizando referenciais teóricos para os níveis do engajamento (comportamental, emocional e cognitivo) e os fatores do engajamento (vigor, dedicação, absorção). Nossos resultados demonstram que as atividades na abordagem do Ensino de Ciências por Investigação são potencialmente capazes de motivar para promover nos alunos diferentes níveis e fatores de engajamento.
Resumo Este trabalho teve como objetivo investigar algumas percepções que os alunos do último ano do Ensino Médio manifestam a respeito do corpo humano e dos sistemas que o integram. Investigamos 87 alunos do terceiro ano do Ensino Médio de três instituições distintas, por meio de um questionário que continha três questões abertas com situações ilustrativas do cotidiano, nas quais existiam ações relativas aos diversos sistemas do corpo humano. Nossos dados foram organizados em categorias (percepções sistêmicas e reducionistas), de acordo com os núcleos de sentido que apresentavam dentro do referencial teórico para análise de conteúdo. Os resultados, analisados dentro da abordagem qualitativa, mostram um maior percentual de percepções que indicam um distanciamento entre corpo didático e corpo biocultural.
Honey bees have brain structures with specialized and developed systems of communication that account for memory, learning capacity and behavioral organization with a set of genes homologous to vertebrate genes. Many microtubule- and actin-based molecular motors are involved in axonal/dendritic transport. Myosin-Va is present in the honey bee Apis mellifera nervous system of the larvae and adult castes and subcastes. DYNLL1/LC8 and myosin-IIb, -VI and -IXb have also been detected in the adult brain. SNARE proteins, such as CaMKII, clathrin, syntaxin, SNAP25, munc18, synaptophysin and synaptotagmin, are also expressed in the honey bee brain. Honey bee myosin-Va displayed ATP-dependent solubility and was associated with DYNLL1/LC8 and SNARE proteins in the membrane vesicle-enriched fraction. Myosin-Va expression was also decreased after the intracerebral injection of melittin and NMDA. The immunolocalization of myosin-Va and -IV, DYNLL1/LC8, and synaptophysin in mushroom bodies, and optical and antennal lobes was compared with the brain morphology based on Neo-Timm histochemistry and revealed a distinct and punctate distribution. This result suggested that the pattern of localization is associated with neuron function. Therefore, our data indicated that the roles of myosins, DYNLL1/LC8, and SNARE proteins in the nervous and visual systems of honey bees should be further studied under different developmental, caste and behavioral conditions.
ResumoQuando se avalia a área de formação de professores no Brasil e a produção acadêmica gerada nesse campo, encontra-se uma vasta literatura que tem apontado para a importância e a centralidade desse tema em diversas esferas e níveis de ensino. Todavia, ao pesquisarmos a produção acadêmica neste campo, observamos que, embora houvesse uma relativa quantidade de estudos do tipo estado da arte, voltados para a formação de professores, havia ainda uma lacuna na literatura quanto às investigações sobre a produção acadêmica voltada especificamente para a formação de professores de Biologia no Brasil. Portanto, com base nesta perspectiva, o presente artigo resulta de investigação mais ampla e tem como objetivo avaliar o contexto da produção acadêmica sobre formação de professores de Biologia no Brasil, por meio da identificação, da descrição e da análise de 120 dissertações e teses produzidas entre os anos de 1979 e 2010. As dissertações e teses foram analisadas frente a diferentes descritores, tais como: programas de pós-graduação e instituições de origem; ano de defesa; distribuição geográfica; titulação; orientação e tipo de formação. Os resultados da distribuição dos documentos nos diferentes programas de pós-graduação, mapeados junto à história do surgimento destes no país, revelaram diferenças marcantes quanto à produção e ao padrão de distribuição dos documentos ao longo das três décadas, tanto por instituições e regiões quanto pelas tendências das pesquisas nesse campo de formação de professores.Palavras-Chave: Formação de Professores de Biologia; Estado da Arte; Pós-graduação. AbstractWhen evaluating the area of teacher education and the academic production generated in this area in Brazil, one finds a vast literature that has pointed to the importance and the centrality of this theme in several spheres and levels of education. However, although there is a relative amount of state-of-the-art studies aimed at discussing teacher education in general, there were still a gap in the literature regarding the research and the academic production related to Biology teacher education in Brazil. Thus, the present paper is the result of a wider investigation which aimed at evaluating the context of academic production in Biology teacher education in Brazil, through the identification, description and analysis of 120 dissertations and theses produced between 1979 and 2010. The dissertations and theses were analyzed from the point of view of different descriptors, such as: postgraduate programs and institutions of origin; year of public defense
This study locates in the extent of the proposals attuned to new paradigms of teachers' initial formation, where professionalization is seen as a dynamic and interactive process. The context of this study was the subject Estágio (Traineeship) I of the Course of Biological Sciences in a University, whose structure was based on an Ecological Training perspective, where the supervision environment takes into account that the learning to teach involves networks of knowledge and knowing, recognizing the importance of professional meaningful contexts for trainee (teacher formation institutions, the classroom and Traineeship' schools). Assuming these assumptions, the focus of this research aimed to understand how the proceedings planned in a Supervision environment from the ecological training perspective are able to confront the preservice teachers' beliefs on teaching practice, and contribute to elaboration of the future science teachers' professional knowledge and knowing. Aiming to answer the proposed question, we used in this research the case study as a methodological strategy for examining three subjects. This investigation was structured in blocks, (Teaching Training, Workshop on Environmental Education (EE) Training, and Research Training), whose the structural core was the systematic reflection. It was divided into phases (pre-active, active and post-active), to facilitate access to the trainees' thoughts along the course. During this period, we followed the trainees movements, through their reflections written in the virtual diary form, meetings between supervisor and trainee, presentations and interviews recorded in audio, video and audio only, as well as specific tools to educational beliefs (DASTT), and for efficacy measures benchmarking (STEBI). The data analysis was performed from the perspective of interpretive interactionism, thereby assuming the relationship between researcher, subject and object as inherently subjective, in which the understanding of a particular phenomenon is only possible through mutual process socially shared of which emerge from the meanings and senses. Our results show that has been teaching learning in the individuals interaction and adaptation to their environment of acting, in which articulated through the pedagogical reasoning, their prior beliefs about their teachers, their experiences as a student, the dilemmas experienced in unexpected in practical situations, and ultimately define their teaching position at the didactic transposition in the classroom. Thus, they revealed issues related to pedagogical content knowledge (PCK), and, consequently, the teacher's knowledge inherent to personal and general instructional aspects, disciplinary action and the context. This study shows that the dialogue between theory and practice within an ecological supervision environment, enables the implementation of systematic reflexive processes in actions taken by trainees, in such a way that their educational beliefs can be accessed, their efficacy beliefs can be improved, and, their artic...
-In order to visualize the distribution pattern of the neuronal bodies and neurofibrils in the honeybee brain, we adapted a metallic impregnation technique first described for vertebrate nervous system by Ramón y Cajal. The honeybee brain constitution plays a key role in the development of learning and memory capacities. The general characteristics observed in the honeybee brain, stained by metallic impregnation, revealed its anatomical and morphological constitution in agreement with studies of other insect brains using different techniques. Metallic impregnation evidenced the optic lobe neuropils, the ocelli fiber cells, the neuron extensions of the calyces, and the axon bundles that involve the antennal glomeruli, as well as the neuron extensions in the alpha lobe. We also observed that the antennal glomeruli were mainly formed by fibers. The optical lobes were impregnated distinctly in the monopolar neuron bodies and in the fibers. In the mushroom bodies, we observed the lip, collar and calyx basal areas. Based on our results, the metallic impregnation technique is effective to visualize neuronal bodies and neurofibrils; moreover, is simpler and faster than other techniques, offering new insights for the investigation of the invertebrate nervous system.
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