CONTRIBUIÇÕES DO PIBID DO IF SERTÃO-PE AO ENSINO-APRENDIZAGEM DE QUÍMICA

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Uspostavljanje modela filmske edukacije u srednjoj školi

In this chapter, we review recent trends in the philosophy of chemistry and its applications in chemical education. Chemistry has maintained quite a peripheral existence in the philosophy of science for a long time, thus evading focused attention and critical analysis. However, since the 1990s an increasing number of books, journals, conferences and associations focused on philosophy of chemistry highlighting the contributions of chemistry to philosophy of science (Bhushan and Rosenfeld, Of minds and molecules: new philosophical perspectives on chemistry. Oxford University Press, Oxford, 2000; Hendry, The metaphysics of chemistry. Oxford University Press, 2012; McIntyre and Scerri, Synthese 111(3):211–212, 1997; Scerri and McIntyre, Synthese 111(3):213–232, 1997; Schummer, The philosophy of chemistry: From infancy toward maturity. In: Baird D, Scerri E, McIntyre L (eds) Philosophy of chemistry: synthesis of a new discipline. Springer, Dordrecht, pp 19–39, 2006; Van Brakel, Ambix 57(2):233–234, 2010; Van Brakel, Synthese 111(3):253–282, 1997; Woody, Philosophy of Science 67 (Proceedings):S612–S627, 2000). The uptake of this new domain in the context of chemical education research and practice has been minimal despite some earlier acknowledgment of the potential significance for chemical education (Erduran, Science & Education 10:581–593, 2001; Gilbert et al. Research and development for the future of chemical education. In: Gilbert et al. (eds) Chemical education: towards research-based practice. Kluwer, Dordrecht, pp 391–408, 2003). The special edition of the Science & Education journal on ‘Philosophy, Chemistry and Education: An Introduction’ (Erduran, Science & Education, 2013) is the first collection where the work on the applications of philosophy of chemistry in chemical education has been collated. This chapter will begin with an overview of some of the key and example debates in philosophy of chemistry. These examples will include themes such as reductionism (e.g. Scerri, Journal of Chemical Education 68(2):122–126, 1991) and supervenience (e.g. Papineau, Arguments for supervenience and physical realization. In: Savellos EE, Yalcin U (eds) supervenience: new essays. Cambridge University Press, 1995) as well as aspects of chemical knowledge such as laws (e.g. Christie and Christie, “Laws” and “theories” in chemistry do not obey the rules. In: Bhushan N, Rosenfeld S (eds) Of minds and molecules. Oxford University Press, Oxford, pp 34–50, 2000), models (e.g. Woody, Science & Education, 2013) and explanations (e.g. Hendry, The chemical bond: structure, energy and explanation. In: Dorato M, Redei M, Suarez M (eds) EPSA: Philosophical issues in the sciences: launch of the European Philosophy of Science Association. Springer, Berlin, pp 117–127, 2010.). Second, the implications of these themes for chemical education research and practice will be explored. The central argument is that understanding of how chemistry is conceptualised and how chemistry is learned, chemical education research has to be informed by the debates about the epistemology and ontology of chemistry. The discussion will be contextualised in the area of nature of science (NOS) that has been one of the highly studied areas of research in science education (Chang et al. Journal of Science Education and Technology, 2010). Contributions of how philosophy of chemistry can contribute to the characterisation of NOS by nuanced perspectives on the nature of chemistry will be discussed. Theoretical perspectives and empirical studies on NOS have tended to focus on domain-general aspects of scientific knowledge with limited understanding of domain-specific ways of thinking. NOS literature can be further developed both theoretically and empirically, thereby contributing more to HPS studies in science education. Third, some applications of philosophy of chemistry in chemical education will be reviewed in more detail. For example, proposed work for secondary chemical education, including the context of the teaching of periodic law through argumentation, will be visited (e.g. Erduran, Foundations of Chemistry 9(3):247–263, 2007). Fourth, the chapter will argue that there is developing potential for reciprocal interplay between philosophy of chemistry and chemical education. While philosophy of chemistry has the potential to influence chemistry education, chemistry education in turn can influences philosophy of chemistry, particularly in relation to empirical foundations of chemical reasoning. The paper will conclude with some recommendations on the future directions of research in chemical education that is informed by philosophy of chemistry.

Background: Interdisciplinarity arises in the search to rescue and direct learning between students and educators. Objective: The objective of this paper is to understand the discussions and reflections conveyed from Theses and Dissertations aimed at the articulations between the Teaching of Chemistry from the interdisciplinary practice in Basic Education. Design: Through this, we seek to build the state of the art available on the CAPES portal in the period from 2011 to 2021. Participants: The research classified as qualitative, portrays the analysis of 44 works that were obtained in the review carried out. Data collection and analysis: The analysis of the results emerged from three categories in the light of the analysis method proposed by Bardin (2011), namely: i) Construction of scientific knowledge; ii) integration process; and, iii) interfaces between learners and educators. Results: Based on the results, it was possible to analyze throughout the discussions that interdisciplinarity has led to reflections that intertwine theory and practice in Chemistry Teaching, through more critical attitudes in school spaces. Conclusions: This corroborates that the researches present a concern to lead the students to be true protagonists of their learning.

Abstract: This study aims to analyze the influence of a digital mindset on the innovative behavior of chemistry teachers. A digital mindset, which reflects teachers' readiness and ability to utilize digital technology, is a key factor in driving innovation in education. Innovation among chemistry teachers includes creativity in teaching methods, the use of technology in the classroom, and the application of teaching approaches relevant to 21st-century needs. The technique used is a quantitative survey. The sample of this study consists of 60 chemistry teachers. Data collection techniques use a Likert scale questionnaire with five response options: Always, Often, Sometimes, Rarely, and Never. Data analysis is performed using SEM with the help of the SmartPLS 3.0 program. The results of the study show a coefficient value of 0.862 with a p-value of 0.000 < 0.05 and a t-value of 32.794 > 1.96, indicating that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted, signifying a significant influence of digital mindset on teachers' innovative behavior. Teachers with a well-developed digital mindset are more likely to utilize digital tools, engage in ongoing professional development, and collaborate with their peers to share best practices. These behaviors lead to more effective and engaging teaching strategies, ultimately enhancing student understanding and motivation. Despite potential obstacles such as limited training and resources, fostering a digital mindset among chemistry teachers is crucial for advancing educational practices and improving the quality of learning experiences. Therefore, the digital mindset affects the innovative behavior of chemistry teachers. The implications of this study highlight the importance of training and strengthening the digital mindset among teachers to support educational transformation. Training programs focused on improving technological skills and understanding digital pedagogy should be prioritized to create innovative learning environments that adapt to evolving times. Keywords: Digital Mindset, Innovative Behavior, Chemistry Teachers, Education Management

The purpose of the study is to develop the experimental skills of schoolchildren necessary for the implementation of volunteer activities in the research laboratory of systematics and ecology of invertebrates of Omsk State Pedagogical University (OmSPU) through the organization of project activities.Materials and methods. To achieve this goal, the author of the article analyzed the directions of scientific work in the research laboratory of systematics and ecology of invertebrates of OmSPU and the content of regulatory documents (the Federal State Educational Standard of basic general education and the Federal working program of basic general education in chemistry of the basic level). Based on the analysis, the experimental skills necessary for volunteering in the laboratory and the topics of the school course of chemistry of the 8th and 9th grade, in which the formation of these skills takes place, were identified. The entrance testing of the necessary knowledge and assessment of the development level of experimental skills among potential volunteers showed their insufficient formation and allowed students to participate in the work of the interdisciplinary project group of the Technopark of Universal Pedagogical Competencies of OmSPU named after V.M. Samosudov in order to develop the necessary knowledge and skills.Results. The results of the initial stage of the pedagogical experiment are presented, during which, with the help of testing, the availability of knowledge necessary for work in the laboratory was determined and the level of development of the necessary experimental skills was assessed according to the method of V. Vivyursky.The lack of knowledge and the lack of formation of the necessary experimental ones made it possible to proceed to the main stage of the pedagogical experiment, during which schoolchildren carried out project activities to study the composition and properties of water and soil in the residual lakes of the Zamaraika river. They presented the results of their project activities at the educational and research conference and were awarded with laureates’ diplomas.At the final stage of the pedagogical experiment, knowledge about the basics of conducting scientific research was retested and the level of necessary experimental skills was determined, as well as the statistical significance of the results was assessed using the Mann-Whitney U-test. The results showed an increase in the level of knowledge and skills of the students and allowed them to identify a tendency towards an increase in the value of the measured parameters and the opportunity for students to start participating in scientific volunteering at research laboratory of systematics and ecology of invertebrates of OmSPU.Conclusion. The main types of activities carried out in the scientific research laboratory of systematics and ecology of invertebrates of OmSPU, in which volunteers can participate, have been identified. Based on the analysis of regulatory documents, it has been established that students of 8-9 grades can be involved in work in the laboratory. The choice of activities that a volunteer can carry out is based on the Federal State Educational Standard of basic general education and the Federal working program of basic general education in chemistry (basic level). It has been established that the implementation of project activities by potential volunteers can contribute to the development of knowledge and the formation of experimental skills necessary in the course of scientific volunteering.

Coffee is a drink that is present in the daily lives of many Brazilians and, due to its organoleptic and stimulating properties, it provides a pleasant pleasure to people's palates. Coffee is a source of employment and income for many Brazilians and, therefore, has great historical, economic and political importance for the development of the country, since Brazil is one of the largest producers and exporters of coffee in the world. In this way, this subject can enhance numerous approaches in basic education. One of them is in the teaching of Chemistry, since the chemical composition of coffee is complex and includes hundreds of different compounds, which contribute to the characteristic aroma of the drink. This research aims to analyze how the coffee theme is approached in the textbooks of Natural Sciences and its Technologies for high school, approved in the National Book and Didactic Material Program (PNLD). To this end, the seven collections approved in the PNLD 2021 were analyzed, seeking to identify the chemical concepts associated with the theme, the possibilities of relationship with other disciplines, the possibilities of contextualization, the images, the exercises, the experimental activities, and the existence of an ethnic-racial relationship approach. From the analysis carried out of the textbooks, it was observed that the coffee theme is addressed mainly in the exercises, but not as a central content, thus, it is necessary that the theme be expanded/explored in a way that enables the contextualization, interdisciplinarity and discussion of ethnic-racial themes in the teaching of Chemistry. From this analysis, it was sought to develop and apply a didactic sequence with this theme, which is the educational product of this work, entitled: "The coffee theme in the teaching of Chemistry: a didactic sequence". This was applied to students of technical courses integrated with high school and the Degree in Chemistry course, through a workshop at the Education, Science and Technology Week, at the Federal Institute of Goiás, in the city of Itumbiara, in October 2023. It is important to point out the contributions of the research and the elaboration of the educational product to my training as a teacher, because I experienced great challenges throughout the master's degree, but which were overcome and culminated in the work presented here, that is, even visualizing the failures during the application of the didactic sequence and including activities and experimentation that were not evidenced in the PNLD books, this didactic sequence (DS) fulfilled its role by achieving a positive interdisciplinary contextualization. In short, it is expected that this educational product containing the didactic sequence, the objectives and the activities, will enable other Chemistry teachers to develop methodological strategies on the theme of coffee in their classes, adapting them to their needs and the reality of their classrooms. I also highlight that the development of this research and, especially, the educational product, needs to be accessible to all, as it has great relevance for the critical development of students, that is, the didactic sequence with everyday themes can guarantee engagement and consequently their learning.

physica status solidi (b)Volume 106, Issue 1 p. K43-K46 Short Note Concentration Dependence of the Debye Temperature for the KxRb1−xF System M. M. Beg, M. M. Beg Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this authorS. Mahmood, S. Mahmood Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this authorN. Ahmad, N. Ahmad Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this authorJ. Aslam, J. Aslam Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this authorQ. H. Khan, Q. H. Khan Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this authorN. M. Butt, N. M. Butt Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this author M. M. Beg, M. M. Beg Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this authorS. Mahmood, S. Mahmood Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this authorN. Ahmad, N. Ahmad Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this authorJ. Aslam, J. Aslam Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this authorQ. H. Khan, Q. H. Khan Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this authorN. M. Butt, N. M. Butt Pakistan Institute of Nuclear Science and Technology, Rawalpindi Search for more papers by this author First published: 1 July 1981 https://doi.org/10.1002/pssb.2221060154Citations: 2 P.O. Nilore, Rawalpindi, Pakistan. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume106, Issue11 July 1981Pages K43-K46 RelatedInformation

Teacher beliefs about curriculum design affect the quality of science education in schools, but science researchers know little about the interrelation of beliefs about alternative curriculum designs. This article describes a quantitative study of secondary science teachers' beliefs about curriculum design. A 33-item Science Curriculum Orientation Inventory (SCOI) was developed to measure five distinct orientations to curriculum: academic, cognitive processes, societycentred, humanistic, and technological. Data were collected from 810 integrated science, chemistry, physics, and biology teachers in Hong Kong. A confirmatory factor analysis of teacher responses to the SCOI indicated that science teachers' beliefs about curriculum design had a hierarchical structure; the five distinct curriculum orientations were positively correlated, forming a second-order curriculum, meta-orientation. Physics teachers were less society-oriented than biology, integrated science and chemistry teachers, and integrated science teachers were more humanistic than physics teachers. Although science teachers' beliefs about any of the five alternative curriculum designs did not vary with their teaching experience, the difference between beliefs about the cognitive processes orientation and the humanistic orientation increased when teachers had gained more teaching experience. Implications of these findings are discussed.

STRUCTURED ABSTRACT Context: This research is embedded within the Academic Master's program in Administration at the Graduate Program in Administration (PPGAdm) – UFU/FAGEN, focusing on the importance of entrepreneurship in various contexts, including education and the public sector. It highlights the economic and social benefits of entrepreneurship, as well as the relevance of entrepreneurial education for student learning and skill development. The research proposal specifically focuses on the implementation of the entrepreneurial education project called the "Entrepreneurship Pathway," developed by the Center for Incubation of Entrepreneurial Activities at the Federal University of Uberlândia (CIAEM/UFU), involving students from the College of Application School of Basic Education at UFU (CAp/Eseba UFU). Objective: The general objective of this study is to analyze the activities developed by the Center for Incubation of Entrepreneurial Activities at the Federal University of Uberlândia (CIAEM/UFU), specifically through the project aimed at promoting entrepreneurial education among students of the College of Application School of Basic Education at the Federal University of Uberlândia (CAp/Eseba UFU). The specific objectives include: describing the conception and development of the entrepreneurial education project; analyzing its trajectory and execution over time; and evaluating the results and implications of implementing the entrepreneurial education project. Method: The classification of methodological procedures used in the research was based on their approaches to objectives, as descriptive research. As it was submitted on the 22/10/2023 and approved by the Ethics Committee CAAE: 74490723.7.0000.5152. Its epistemological anchor is based on the qualitative approach, while the method for the procedure adopted is a case study. Sources for the research include documentary analysis of the 'Entrepreneurship Pathway' project and data from CIAEM/UFU and CAp Eseba/UFU. Data analysis techniques involved participant observation, documentary analysis of the 'Entrepreneurship Pathway' project, and conducting semi-structured interviews with teachers and managers from CAp Eseba/UFU and CIAEM/UFU. Results: The research aims to provide an understanding of how entrepreneurship in basic education contributes to student formation, developing specific skills. It will monitor how students structure acquired knowledge into ideas and project proposals, potentially presented throughout the course. Alignment of the research with the concentration area of the PPGAdm (Regionality and Management) and with the research line: The research is part of the research line "Organizational Management and Regionality – General Themes," justified by the emphasis on managing educational institutions, exploring the dynamics between entrepreneurship, education, and the regional context. The analysis of entrepreneurial practices at the College of Application, associated with the incubator's activities and their impact on the local community, directly reflects the scope of the research line. The research seeks not only to understand organizational practices within the educational scope but also to investigate how these practices are related to promoting regional entrepreneurial vocation. It will explore how basic education of students can foster and guide entrepreneurial initiatives that impact local economic development. Impact and innovative character in intellectual production: The research promises to fill a gap in academic literature by addressing the intersection of entrepreneurship, education, and regional management. Its innovative character lies in the specific analysis of entrepreneurial practices in basic education and the evaluation of the role of an incubator in this process, offering new perspectives on promoting entrepreneurship in education. Economic, social, and regional impact: The research aims to contribute to understanding how entrepreneurship in basic education, driven by an incubator, can positively impact the local economy, generate jobs, and enhance community quality of life. By identifying effective practices, the research has the potential to guide policies and strategies that promote economic and social development through entrepreneurial education. Additionally, it seeks to comprehend how entrepreneurial practices in education can influence local community development and provide replicable insights for other regional contexts. To assess the effectiveness of these initiatives, given that impacts will become more evident in the future, qualitative indicators will be employed. These will include teachers' perceptions of students' entrepreneurial skill development, such as academic knowledge acquisition, socio-emotional skills enhancement, and stimulation of creativity, critical thinking, and problem-solving abilities. Sustainable Development Goals addressed in the research: The research contributes to several Sustainable Development Goals (SDGs), including SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation and Infrastructure), SDG 10 (Reduced Inequalities), SDG 12 (Responsible Consumption and Production), and SDG 17 (Partnerships for the Goals). It promotes entrepreneurial education, explores economic impact and job opportunities generated, analyzes how innovation and entrepreneurship can contribute to regional development, reduces inequalities by offering inclusive economic opportunities, encourages sustainable consumption and production practices, and underscores the importance of cross-sector partnerships for effective SDG implementation. Keywords Entrepreneurship; Innovation; Entrepreneurial Education; Business Incubator; Regionalism.

The study sought to investigate the perceptions of public-school teachers on the factors influencing teaching of chemistry in senior secondary schools in Minna, North-Central, Nigeria. The study was undertaken to determine the extent to which some factors have influenced the effective teaching of chemistry in Nigerian public senior secondary schools. A total of thirty-one (31) teachers were purposively selected for the study, one teacher from each of the thirty-one public senior secondary school. The study adopted a qualitative research design which largely involved content analysis techniques in data collection and analysis. The results showed that majority of public-school teachers exhibit similar perceptions of factors influencing the teaching of chemistry and there is no difference in the perceptions of qualified and unqualified public-school teachers on the factors influencing the teaching of chemistry in senior secondary schools. However, some suggestions were offered on how to improve on the factors highlighted to make the teaching and learning of chemistry more effective and interesting.

This article analyses Education for Sustainable Development (ESD) in chemistry by reviewing existing challenges and future possibilities on the levels of the teacher and the student. Pedagogical frameworks that are found eligible in practice are reviewed. Lesson themes that are suitable for implementing socio-scientific issues (SSI) related to ESD into basic chemistry education at schools are discussed. Based on this analysis, three new demonstrative pedagogical models for ESD in chemistry are presented to help guide the work of teachers. The models draw on an interdisciplinary reading of research in the field of SSI-based science education, sustainability science, green chemistry and environmental education. The current state of ESD in Finnish chemistry education is used as an example case throughout the article. Two tasks where future development is required were recognised. The first task concerns supporting chemistry teachers in overcoming the challenges with SSI and ESD they face in their work. The second task is to ensure that students are more often provided with more relevant and flexible chemistry content and studying methods.

New challenges in mitigating climate change: Digital teaching for the sustainable development and innovation

In the teaching field, initial training in chemistry degree courses represents only the starting point of the training process, as the changes and demands of an educational practice imply the need for continued training as an essential part of the teacher training cycle. As a theoretical basis for the research, studies by authors who discuss teacher training were used, among them: Gatti, Maldaner, Pimenta, Schön, and Shulman. Considering the principles that promote theoretical and practical training related to teaching work as well as that effective training takes place on the classroom floor, this research aims at showing through a documentary study that the training design of Pibid is a reference for the implementation of a public policy for the continued formation of chemistry teachers in basic education. To this end, historical aspects of Brazilian education are highlighted, with a focus on the constitution of undergraduate courses in Chemistry and the implementation of public policies for teacher training, focusing on especially aspects inherent to the Pibid context. From the survey of publications on the CAPES Periodicals Portal between 2012 and 2022, dissertations and theses were treated with the technique of content analysis, based on the assumption that continuing education is a necessary condition in the training process throughout the teaching and it is related to a set of training activities, in which teachers get involved in search of their professional and personal development. The works were previously selected according to their content, aiming to answer the research question of this work: How does the theoretical and methodological matrix of Pibid, as a public policy for initial training, indicate elements for the continuing education of chemistry teachers? From this analysis, the following principles emerged: dialogicity and collective work; protagonism in training processes; discursive production; autonomy and decision-making; research. We observed that the importance of Pibid goes beyond initial training, since the dialogue between undergraduates and supervising professors enables the updating of theoretical content and improvement in the pedagogical practice of the latter, also allowing reflection on the teaching practice that reverberates in the construction of the teaching identity as well as the quality of teaching. Considering all these contributions, it became evident that Pibid achieves the objectives set out in the legal documents and its actions are effective to improve the teaching practices of supervising teachers, the teaching of Chemistry in partner public schools, and the appreciation of the teaching profession.

The study assessed the Integration of Artificial Intelligence Technological and Pedagogical Competencies among Secondary School Chemistry Teachers in Kaduna State, Nigeria. Adopting a descriptive survey design, the research was guided by two research questions and two corresponding null hypotheses. A random sampling technique was employed to select a representative group of chemistry teachers from various secondary schools within the state. The sample comprised 150 chemistry teachers (72 males and 78 females), drawn from a population of 1,500 teachers across 80 secondary schools. To collect data, the researcher developed a structured questionnaire comprising two sections: Section 1, titled Artificial Intelligence Chemistry Teachers’ Technological Competence for Curriculum Implementation Questionnaire (AICTTCCIQ), and Section 2, Artificial Intelligence Chemistry Teachers’ Pedagogical Competence for Curriculum Implementation Questionnaire (AICTPCCIQ), each containing seven items. The instrument was face-validated by two data analysts and two senior chemistry educators from the Department of Science Education, Ahmadu Bello University, Zaria. Reliability testing using Cronbach’s alpha yielded coefficients of 0.71 and 0.73 respectively, indicating a satisfactory level of internal consistency. Data analysis involved the use of means to address the research questions, while t-test statistics were used to test the hypotheses at the 0.05 significance level. Key findings from the study include: (i) Both male and female chemistry teachers exhibited low levels of competence, technologically and pedagogically, in the application of AI tools for teaching. (ii) There was no statistically significant difference between male and female teachers regarding their technological competence in AI. (iii) Similarly, no significant difference was found in pedagogical competence related to AI usage between genders. Based on these findings, the study recommended that the Kaduna State government, in collaboration with relevant educational agencies, should prioritize the provision of essential AI tools and infrastructure. Such support would enable chemistry teachers to effectively integrate AI into lesson planning, delivery, and assessment, thereby enhancing the quality of chemistry education in secondary schools.