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  • Amazônia: Revista de Educação em Ci...

  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Torres, Regina Daniele Ribeiro; Oliveira, Paula Caroline Pepa; Nascimento Rochael, Magda Cristina; Ferreira, Estela Costa; +2 Authors

    Esta revisão sistemática foi motivada pelos baixos índices de proficiência em Matemática evidenciados pelo PISA-2018, visando explorar a relação entre Funções Executivas e Ansiedade Matemática (AM) no Desempenho Matemático (DM). O objetivo principal foi apresentar evidências sobre a influência dessas variáveis no desempenho dos estudantes. Especificamente, o estudo buscou elucidar o fenômeno da AM e seu efeito no desempenho, bem como identificar a correlação entre Funções Executivas (Memória de Trabalho, Controle Inibitório e Flexibilidade Cognitiva) e DM. Seguindo as diretrizes PRISMA, a investigação selecionou 124 artigos de bases de dados como PMC, Sci-Hub, OJS, SCIELO, BPS e ELSEVIER. Após um processo de pré-seleção, 40 artigos foram considerados potencialmente relevantes, e 12 estudos foram incluídos com base em critérios específicos de elegibilidade e inclusão. Os resultados indicaram que a AM induz interferência cognitiva devido à distração emocional, prejudicando a capacidade de processar tarefas matemáticas. Além disso, foi encontrada uma relação positiva significativa entre Funções Executivas e DM, com a Memória de Trabalho Visuoespacial e a Flexibilidade Cognitiva sendo os moderadores mais eficazes da relação AM-DM. Este estudo sugere que intervenções voltadas para a melhoria das Funções Executivas podem mitigar os efeitos negativos da AM, melhorando assim o DM. This systematic review was prompted by the low proficiency rates in Mathematics evidenced by PISA-2018, aiming to explore the relationship between Executive Functions and Math Anxiety (MA) on Math Performance (MP). The primary objective was to present evidence on the influence of these variables on student performance. Specifically, the study aimed to elucidate the phenomenon of MA and its effect on performance, as well as to identify the correlation between Executive Functions (Working Memory, Inhibitory Control, and Cognitive Flexibility) and MP. Following PRISMA guidelines, the investigation selected 124 articles from databases such as PMC, Sci-Hub, OJS, SCIELO, BPS, and ELSEVIER. After a pre-selection process, 40 articles were deemed potentially relevant, and 12 studies were ultimately included based on specific eligibility and inclusion criteria. The results indicated that MA induces cognitive interference due to emotional distraction, impairing the ability to process mathematical tasks. Furthermore, a significant positive relationship was found between Executive Functions and MP, with Visuospatial Working Memory and Cognitive Flexibility being the most effective moderators of the MA-MP relationship. This study suggests that interventions aimed at enhancing Executive Functions can mitigate the negative effects of MA, thereby improving MP.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Dorte, Brenno Fernandes; Paz, Giovanni Scataglia Botelho; Martorano, Simone Alves de Assis; Testoni, Leonardo Andre; +1 Authors

    This study investigated the social representations of primary school teachers who teach Natural Sciences in the early years of elementary education regarding the Inquiry-Based Science Teaching approach. Within the context of a continuing education course offered as an extension course at a public university in São Paulo state, a free-association questionnaire was used as a data collection instrument. Each of the 101 teachers was asked to list six words they remembered when reading the inducing term "Inquiry-Based Science Teaching." After being tabulated and grouped by theme, the responses were subjected to the openEvoc 0.95 and IRaMuTeQ software analysis. The results suggest that the terms "Research" and "Curiosity" are part of the Central Core of the Social Representation of the participants. Additionally, when analyzing the most frequently mentioned terms, it becomes evident that experiment is an intrinsic aspect of Investigative Teaching in the conception of this group of participants Este trabalho debruçou-se em investigar as representações sociais de professores unidocentes que ensinam Ciências Naturais nos Anos Iniciais do Ensino Fundamental sobre a abordagem do Ensino de Ciências por Investigação. Assim, no contexto de um curso de formação continuada, em uma universidade pública paulista, utilizou-se como instrumento de coleta um questionário de livre associação, sendo solicitado aos 101 professores que elencassem seis palavras de que lembravam ao ler o termo indutor "Ensino de Ciências por Investigação". Após serem tabuladas e agrupadas por tema, as respostas foram submetidas aos softwares openEvoc 0.95 e IRaMuTeQ para análise. Os resultados sugerem que os termos Pesquisa e Curiosidade fazem parte do Núcleo Central da Representação Social dos participantes, e que, ao analisarmos os termos mais evocados, o experimento é um aspecto intrínseco ao Ensino Investigativo na concepção destes participantes.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Torres Oliveira, Isabela; Wartha, Edson José;

    The aim of this study was to develop and validate a questionnaire as a data collection tool to measure the perception of basic education teachers about the possible impacts of the covid-19 pandemic on teaching practice. The questionnaire was constructed taking into account the sociodemographic profile of the teachers, behaviors and consequences of the pandemic, teaching methods and resources used, and teaching practices adopted during and after the pandemic. To this end, the Delphi method and a pre-test were used for the validation process, involving the participation of teachers from all five regions of Brazil, with the aim of covering a representative and diverse sample. Therefore, the process of validating the questionnaire sought to guarantee the effectiveness of the information collected, in order to ensure more accurate analyses based on the final questionnaire obtained. O objetivo deste estudo foi desenvolver e validar um questionário como instrumento de coleta de dados para mensurar a percepção de professores da educação básica acerca de possíveis impactos da pandemia da covid-19 na prática docente. O questionário foi construído considerando o perfil sociodemográfico dos professores, comportamentos e consequências da pandemia, modalidades e recursos didáticos utilizados, e práticas pedagógicas adotadas durante e pós-pandemia. Com isso, para o processo de validação, foram utilizados o método Delphi e um pré-teste que envolveram a participação de docentes de todas as cinco regiões do Brasil, buscando abranger uma amostra representativa e diversificada. Logo, o processo de validação do questionário buscou garantir a eficácia na coleta das informações, para assegurar análises mais precisas a partir do questionário final obtido

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: do Prado Lima, Ana Luíza; Moreira de Castilho, Camilla; Felix Ferreira, Victor Ricardo; Herbert Flora Barbosa Soares, Márlon; +1 Authors

    O presente artigo propõe uma discussão a partir da história da ciência e a exclusão das mulheres no campo científico. As asserções aqui realizadas se pautam em reflexões a partir da epistemologia de Paul Feyerabend, em especial por sua defesa à pluralidade de teorias e ao pluralismo metodológico. As análises evidenciaram que esse processo de exclusão e invisibilização das mulheres na ciência impactou diretamente na produção do conhecimento científico, revelando-se um processo nada neutro que privilegiou, e ainda privilegia, os saberes produzidos pelos homens em detrimento aos saberes produzidos por mulheres. This article proposes a discussion based on the historic exclusion of women in the scientific field. The statements are based off Paul Feyerabend's critique of scientific methodology and epistemology, especially in pluralistic philosophy. The analysis showed that the process of excluding women in science, privileged the knowledge produced by men. This non-neutral process, was at a detriment to women and invisibilized their scientific findings.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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    Authors: Guilherme da Silva Filha, Josefa Maria; das Neves, Ricardo Ferreira;

    O ensino de Biologia compreende conceitos complexos e abstratos, cujos livros didáticos atuam como ferramentas que diminuem a abstração do conteúdo e aproximam o aluno do assunto estudado, auxiliando na aprendizagem. Com isso, este trabalho teve como objetivo analisar imagens de divisão celular em livros de Ciências da Natureza do ensino médio a partir da Teoria Cognitivista da Aprendizagem Multimídia (TCAM). Para pesquisa foram selecionados cinco livros didáticos de Ciências da Natureza e suas tecnologias aprovados pelo PNLD 2021. Com base na TCAM, as imagens do processo de divisão celular foram analisadas, e com isso identificou-se que algumas delas violam os princípios de Coerência, Sinalização e Contiguidade Espacial e ainda apresentam equívocos. Portanto, conclui-se que é muito importante que os docentes analisem os livros didáticos antes de utilizá-los em sala de aula, para evitar que esses venham comprometer a aprendizagem dos discentes. Biology teaching comprises complex and abstract concepts, with textbooks acting as tools that reduce the abstraction of the content and bring the student closer to the subject studied, assisting in learning. With this in mind, this study aimed to analyze images of cell division in high school science textbooks through the Cognitive Theory of Multimedia Learning (CTML). Five textbooks on natural sciences and their technologies approved by the “PNLD 2021” were selected for the research. Based on the CTML, the images of the cell division process were analyzed, and it was identified that some of them violate the principles of Coherence, Signalling, and Spatial Contiguity and also present inaccuracies. Therefore, teachers need to analyze textbooks before using them in the classroom to ensure they do not hinder students learning.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Moreira, Nicolle Gonçalves; Gomes, Maria Clara Borges; Schnorr, Samuel Molina;

    O presente trabalho objetivou avaliar o potencial de um modelo didático tátil de uma serpente do Cerrado voltado para alunos com Deficiência Visual (DV). Realizamos entrevistas com professores da Sala de Recursos Multifuncionais (SRM) específica para estudantes com DV de uma escola pública, a fim de avaliar o modelo produzido e sua aplicabilidade, bem como entender melhor o funcionamento da SRM. Foi feita uma observação com três alunos da SRM para que eles avaliassem o modelo junto a um professor da sala. No geral, o modelo demonstrou ser adequado para discentes com DV, sendo avaliado positivamente tanto pelos professores quanto pelos alunos, com algumas ressalvas quanto à adequação para estudantes com baixa visão e quanto ao entendimento apenas pela descrição. This study aimed to evaluate the potential of a tactile didactic model of a Cerrado snake for students with Visual Impairment (VI). Interviews were conducted with teachers from the Multifunctional Resource Room (MRR) specifically for students with VI at a public school, in order to assess the produced model and its applicability, as well as to better understand the functioning of the MRR. An observation was conducted with three students from the MRR to evaluate the model alongside a classroom teacher. Overall, the model proved to be suitable for students with VI, being positively evaluated by both teachers and students, with some reservations regarding its adequacy for students with low vision and understanding through description alone

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Amazônia: Revista de...arrow_drop_down
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Sampaio, Marideuza Santos; Dutra-Pereira, Franklin Kaic; Neto, Geraldo Barbosa; Bortolai, Michele Marcelo Silva;

    O objetivo deste trabalho é apresentar as compreensões de estudantes da Educação de Jovens, Adultos e Idosos, residentes na zona rural do Serrote, Bahia, acerca dos riscos à saúde e ao meio ambiente causados pelo uso de agrotóxicos em locais próximo às nascentes de água doce. Ao público-alvo foi aplicado um questionário para levantamento de informações e posterior Análise de Conteúdo. Dos dados obtidos emergiram as dimensões Agrotóxicos, Impactos nas nascentes, Flora e Fauna e Proposições. Os participantes reconhecem a relevância das nascentes para a sobrevivência e que são necessárias ações de sensibilização para a conscientização acerca dos riscos que os agrotóxicos representam. Isso é fundamental para a compreensão sobre os efeitos que nossas ações têm na transformação do meio ambiente, requerendo uma nova postura sobre proteção e preservação dos recursos naturais. The aim of this paper is to present the understanding of students from the Youth, Adult and Elderly Education sector, living in the rural area of Serrote, Bahia, about the risks to health and the environment caused by the use of pesticides in places close to freshwater springs. A questionnaire was administered to the target audience to gather information for subsequent content analysis. From the data obtained, the following dimensions emerged: Pesticides, Impacts on springs, Flora and Fauna and Proposals. The participants recognize the importance of springs for survival and that actions are needed to raise awareness about the risks posed by pesticides. This is fundamental for understanding the effects that our actions have on the transformation of the environment, requiring a new stance on the protection and preservation of natural resources.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Jaques Miranda, Jaine Fernanda; Peres, Ariadne da Costa;

    O objetivo deste trabalho é investigar os sentidos e significados atribuídos as experiências escolares vivenciadas por licenciandos em biologia ao longo do processo de escolarização, evidenciando a relevância do uso das narrativas (auto)biográficas como dispositivos de formação de professores. A investigação ocorreu no âmbito do curso de Licenciatura em Ciências Biológicas – Campus Bragança da Universidade Federal do Pará (UFPA) no decorrer do módulo Estágio Supervisionado II. Para a análise dos relatos obtidos lançamos mão da Análise Textual Discursiva. A partir do movimento de análise, emerge das narrativas o eixo analítico intitulado “Memórias de Escola: marcas de um percurso”, no qual obtivemos a compreensão de como as representações e as relações que os licenciandos estabelecem com a escola contribuem e influenciam na formação pessoal e profissional dos professorandos. The objective of this work is to investigate the meanings attributed to the school experiences experienced by biology graduates throughout the schooling process, highlighting the relevance of using (auto)biographical narratives as teacher training devices. The investigation took place within the scope of the Degree in Biological Sciences – Campus Bragança of the Federal University of Pará (UFPA) during the Supervised Internship II module. To analyze the reports obtained, we used Discursive Textual Analysis. From the movement of analysis, the analytical axis entitled “School Memories: marks of a journey” emerges from the narratives, in which we obtained an understanding of how the representations and relationships that undergraduates establish with the school contribute and influence personal training and professionalism of teachers.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Leal, Aline de Oliveira; Norberto Rocha, Jessica;

    This exploratory study aims to understand the profile of educators working in science museums and centers in Rio de Janeiro, the challenges faced in carrying out the activity, and the strategies they developed to communicate science to a diverse audience. Data were collected in September and October 2022 through an online questionnaire containing open and closed questions. Twelve institutions were invited to participate, facilitating access to their educators. We obtained 33 valid responses from educators from nine institutions. The results indicate that most of these professionals are young, between 20 and 25 years old, have completed or are studying higher education, have worked at the institution for less than two years, and receive a scholarship as a payment method. The school audience is the most frequent in their work, and the most challenging are people with disabilities. The data suggest that professionals undergo training courses at the institutions, but there is still a need for training to engage with people with disabilities. More than half of the participants feel safe returning to in-person activities after the COVID-19 pandemic due to their vaccine doses being up to date and the implementation of biosafety measures in the museums where they work. The information and reflections gathered in this study can contribute to the discussion on the professionalization of museum educators and the design of training programs for these professionals. This can contribute to enhancing diversity in science museums, science centers, and science education and communication. O presente estudo, de caráter exploratório, visa conhecer o perfil dos mediadores atuantes em museus e centros de ciências do Rio de Janeiro; os desafios enfrentados no exercício da atividade e as estratégias por eles desenvolvidas para divulgar ciências a um público diverso. Os dados foram coletados em setembro e outubro de 2022, por meio de um questionário online, com perguntas abertas e fechadas. Doze instituições foram convidadas a participar facilitando o acesso aos mediadores. Obtivemos 33 respostas válidas de mediadores de nove instituições. Os resultados indicam que a maioria desses profissionais é jovem, com idade entre 20 e 25 anos, que concluíram ou estão cursando o nível superior, atuam na instituição há menos de dois anos e recebem bolsa. O público escolar é o mais frequente na mediação e o mais desafiador são as pessoas com deficiência. Os dados sugerem que os profissionais passam por um curso de capacitação pelas instituições, porém ainda há a necessidade de formação para lidar com o público com deficiência. Mais da metade dos participantes se sentem seguros com o retorno as atividades presenciais após a pandemia da Covid-19 por estarem com as doses da vacina em dia e pela implementação das medidas de biossegurança nos museus em que trabalham. As informações e reflexões obtidas nesse estudo podem auxiliar no debate da profissionalização do mediador e no desenvolvimento de cursos de formação e capacitação desses profissionais, potencializando, uma divulgação e ensino de ciências mais plural nos museus e centros de ciências.

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    Authors: Mega, Daniel Farias; Araujo, Ives Solano; Veit, Eliane Angela;

    A preparação profissional para a atuação em ambientes de trabalho em constante transformação representa um desafio significativo para os sistemas educativos atuais. Este estudo concentra-se na utilização das Comunidades de Prática (CoP) como uma alternativa para enfrentar esse desafio. Com o objetivo de aprofundar a compreensão sobre o processo de aprendizagem em uma CoP, conduzimos uma pesquisa etnográfica no Centro de Tecnologia Acadêmica (CTA), um laboratório dedicado à criação de tecnologias livres na Universidade Federal do Rio Grande do Sul. O cerne deste trabalho é investigar o processo de construção de identidade dentro desse ambiente, enfatizando a importância da compreensão da cultura do CTA para moldá-lo. Destacamos a relevância da criação de valor nas comunidades de prática como um elemento fundamental. As observações, entrevistas e demais métodos qualitativos empregados no estudo possibilitaram reconstruir a trajetória de aprendizado de um colaborador do Centro, ao narrar sua história de participação no CTA. Identificamos momentos cruciais que contribuíram de forma significativa para a construção de sua identidade. O estudo destaca, ainda, a natureza informal da aprendizagem social nesses ambientes e enfatiza que compreender esse processo pode auxiliar na promoção de estruturas sociais que proporcionem uma aprendizagem mais autêntica em ambientes escolares. Professional preparation for work environments in constant transformation represents a significant challenge for current educational systems. This study focuses on the use of Communities of Practice (CoP) as an alternative to addressing this challenge. To deepen our understanding of the learning process within a CoP, we conducted an ethnographic study at the Centro de Tecnologia Academica (CTA), a laboratory dedicated to the creation of open technologies at Universidade Federal do Rio Grande do Sul. The core of this work investigates the process of identity construction within this environment, emphasizing the importance of understanding the CTA's culture to shape it. We highlight the relevance of value creation in communities of practice as a fundamental element. The observations, interviews, and other qualitative methods employed in the study allowed us to reconstruct the learning trajectory of a CTA collaborator by narrating their participation story. We identified crucial moments that significantly contributed to his identity construction. Additionally, the study underscores the informal nature of social learning in these environments and emphasizes that understanding this process can help promote social structures that provide more authentic learning in school settings.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Torres, Regina Daniele Ribeiro; Oliveira, Paula Caroline Pepa; Nascimento Rochael, Magda Cristina; Ferreira, Estela Costa; +2 Authors

    Esta revisão sistemática foi motivada pelos baixos índices de proficiência em Matemática evidenciados pelo PISA-2018, visando explorar a relação entre Funções Executivas e Ansiedade Matemática (AM) no Desempenho Matemático (DM). O objetivo principal foi apresentar evidências sobre a influência dessas variáveis no desempenho dos estudantes. Especificamente, o estudo buscou elucidar o fenômeno da AM e seu efeito no desempenho, bem como identificar a correlação entre Funções Executivas (Memória de Trabalho, Controle Inibitório e Flexibilidade Cognitiva) e DM. Seguindo as diretrizes PRISMA, a investigação selecionou 124 artigos de bases de dados como PMC, Sci-Hub, OJS, SCIELO, BPS e ELSEVIER. Após um processo de pré-seleção, 40 artigos foram considerados potencialmente relevantes, e 12 estudos foram incluídos com base em critérios específicos de elegibilidade e inclusão. Os resultados indicaram que a AM induz interferência cognitiva devido à distração emocional, prejudicando a capacidade de processar tarefas matemáticas. Além disso, foi encontrada uma relação positiva significativa entre Funções Executivas e DM, com a Memória de Trabalho Visuoespacial e a Flexibilidade Cognitiva sendo os moderadores mais eficazes da relação AM-DM. Este estudo sugere que intervenções voltadas para a melhoria das Funções Executivas podem mitigar os efeitos negativos da AM, melhorando assim o DM. This systematic review was prompted by the low proficiency rates in Mathematics evidenced by PISA-2018, aiming to explore the relationship between Executive Functions and Math Anxiety (MA) on Math Performance (MP). The primary objective was to present evidence on the influence of these variables on student performance. Specifically, the study aimed to elucidate the phenomenon of MA and its effect on performance, as well as to identify the correlation between Executive Functions (Working Memory, Inhibitory Control, and Cognitive Flexibility) and MP. Following PRISMA guidelines, the investigation selected 124 articles from databases such as PMC, Sci-Hub, OJS, SCIELO, BPS, and ELSEVIER. After a pre-selection process, 40 articles were deemed potentially relevant, and 12 studies were ultimately included based on specific eligibility and inclusion criteria. The results indicated that MA induces cognitive interference due to emotional distraction, impairing the ability to process mathematical tasks. Furthermore, a significant positive relationship was found between Executive Functions and MP, with Visuospatial Working Memory and Cognitive Flexibility being the most effective moderators of the MA-MP relationship. This study suggests that interventions aimed at enhancing Executive Functions can mitigate the negative effects of MA, thereby improving MP.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Dorte, Brenno Fernandes; Paz, Giovanni Scataglia Botelho; Martorano, Simone Alves de Assis; Testoni, Leonardo Andre; +1 Authors

    This study investigated the social representations of primary school teachers who teach Natural Sciences in the early years of elementary education regarding the Inquiry-Based Science Teaching approach. Within the context of a continuing education course offered as an extension course at a public university in São Paulo state, a free-association questionnaire was used as a data collection instrument. Each of the 101 teachers was asked to list six words they remembered when reading the inducing term "Inquiry-Based Science Teaching." After being tabulated and grouped by theme, the responses were subjected to the openEvoc 0.95 and IRaMuTeQ software analysis. The results suggest that the terms "Research" and "Curiosity" are part of the Central Core of the Social Representation of the participants. Additionally, when analyzing the most frequently mentioned terms, it becomes evident that experiment is an intrinsic aspect of Investigative Teaching in the conception of this group of participants Este trabalho debruçou-se em investigar as representações sociais de professores unidocentes que ensinam Ciências Naturais nos Anos Iniciais do Ensino Fundamental sobre a abordagem do Ensino de Ciências por Investigação. Assim, no contexto de um curso de formação continuada, em uma universidade pública paulista, utilizou-se como instrumento de coleta um questionário de livre associação, sendo solicitado aos 101 professores que elencassem seis palavras de que lembravam ao ler o termo indutor "Ensino de Ciências por Investigação". Após serem tabuladas e agrupadas por tema, as respostas foram submetidas aos softwares openEvoc 0.95 e IRaMuTeQ para análise. Os resultados sugerem que os termos Pesquisa e Curiosidade fazem parte do Núcleo Central da Representação Social dos participantes, e que, ao analisarmos os termos mais evocados, o experimento é um aspecto intrínseco ao Ensino Investigativo na concepção destes participantes.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Torres Oliveira, Isabela; Wartha, Edson José;

    The aim of this study was to develop and validate a questionnaire as a data collection tool to measure the perception of basic education teachers about the possible impacts of the covid-19 pandemic on teaching practice. The questionnaire was constructed taking into account the sociodemographic profile of the teachers, behaviors and consequences of the pandemic, teaching methods and resources used, and teaching practices adopted during and after the pandemic. To this end, the Delphi method and a pre-test were used for the validation process, involving the participation of teachers from all five regions of Brazil, with the aim of covering a representative and diverse sample. Therefore, the process of validating the questionnaire sought to guarantee the effectiveness of the information collected, in order to ensure more accurate analyses based on the final questionnaire obtained. O objetivo deste estudo foi desenvolver e validar um questionário como instrumento de coleta de dados para mensurar a percepção de professores da educação básica acerca de possíveis impactos da pandemia da covid-19 na prática docente. O questionário foi construído considerando o perfil sociodemográfico dos professores, comportamentos e consequências da pandemia, modalidades e recursos didáticos utilizados, e práticas pedagógicas adotadas durante e pós-pandemia. Com isso, para o processo de validação, foram utilizados o método Delphi e um pré-teste que envolveram a participação de docentes de todas as cinco regiões do Brasil, buscando abranger uma amostra representativa e diversificada. Logo, o processo de validação do questionário buscou garantir a eficácia na coleta das informações, para assegurar análises mais precisas a partir do questionário final obtido

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    Authors: do Prado Lima, Ana Luíza; Moreira de Castilho, Camilla; Felix Ferreira, Victor Ricardo; Herbert Flora Barbosa Soares, Márlon; +1 Authors

    O presente artigo propõe uma discussão a partir da história da ciência e a exclusão das mulheres no campo científico. As asserções aqui realizadas se pautam em reflexões a partir da epistemologia de Paul Feyerabend, em especial por sua defesa à pluralidade de teorias e ao pluralismo metodológico. As análises evidenciaram que esse processo de exclusão e invisibilização das mulheres na ciência impactou diretamente na produção do conhecimento científico, revelando-se um processo nada neutro que privilegiou, e ainda privilegia, os saberes produzidos pelos homens em detrimento aos saberes produzidos por mulheres. This article proposes a discussion based on the historic exclusion of women in the scientific field. The statements are based off Paul Feyerabend's critique of scientific methodology and epistemology, especially in pluralistic philosophy. The analysis showed that the process of excluding women in science, privileged the knowledge produced by men. This non-neutral process, was at a detriment to women and invisibilized their scientific findings.

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    Authors: Guilherme da Silva Filha, Josefa Maria; das Neves, Ricardo Ferreira;

    O ensino de Biologia compreende conceitos complexos e abstratos, cujos livros didáticos atuam como ferramentas que diminuem a abstração do conteúdo e aproximam o aluno do assunto estudado, auxiliando na aprendizagem. Com isso, este trabalho teve como objetivo analisar imagens de divisão celular em livros de Ciências da Natureza do ensino médio a partir da Teoria Cognitivista da Aprendizagem Multimídia (TCAM). Para pesquisa foram selecionados cinco livros didáticos de Ciências da Natureza e suas tecnologias aprovados pelo PNLD 2021. Com base na TCAM, as imagens do processo de divisão celular foram analisadas, e com isso identificou-se que algumas delas violam os princípios de Coerência, Sinalização e Contiguidade Espacial e ainda apresentam equívocos. Portanto, conclui-se que é muito importante que os docentes analisem os livros didáticos antes de utilizá-los em sala de aula, para evitar que esses venham comprometer a aprendizagem dos discentes. Biology teaching comprises complex and abstract concepts, with textbooks acting as tools that reduce the abstraction of the content and bring the student closer to the subject studied, assisting in learning. With this in mind, this study aimed to analyze images of cell division in high school science textbooks through the Cognitive Theory of Multimedia Learning (CTML). Five textbooks on natural sciences and their technologies approved by the “PNLD 2021” were selected for the research. Based on the CTML, the images of the cell division process were analyzed, and it was identified that some of them violate the principles of Coherence, Signalling, and Spatial Contiguity and also present inaccuracies. Therefore, teachers need to analyze textbooks before using them in the classroom to ensure they do not hinder students learning.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Moreira, Nicolle Gonçalves; Gomes, Maria Clara Borges; Schnorr, Samuel Molina;

    O presente trabalho objetivou avaliar o potencial de um modelo didático tátil de uma serpente do Cerrado voltado para alunos com Deficiência Visual (DV). Realizamos entrevistas com professores da Sala de Recursos Multifuncionais (SRM) específica para estudantes com DV de uma escola pública, a fim de avaliar o modelo produzido e sua aplicabilidade, bem como entender melhor o funcionamento da SRM. Foi feita uma observação com três alunos da SRM para que eles avaliassem o modelo junto a um professor da sala. No geral, o modelo demonstrou ser adequado para discentes com DV, sendo avaliado positivamente tanto pelos professores quanto pelos alunos, com algumas ressalvas quanto à adequação para estudantes com baixa visão e quanto ao entendimento apenas pela descrição. This study aimed to evaluate the potential of a tactile didactic model of a Cerrado snake for students with Visual Impairment (VI). Interviews were conducted with teachers from the Multifunctional Resource Room (MRR) specifically for students with VI at a public school, in order to assess the produced model and its applicability, as well as to better understand the functioning of the MRR. An observation was conducted with three students from the MRR to evaluate the model alongside a classroom teacher. Overall, the model proved to be suitable for students with VI, being positively evaluated by both teachers and students, with some reservations regarding its adequacy for students with low vision and understanding through description alone

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