Didactic Sequence Research Articles

Radioatividade: experienciação de uma sequência didática em um pré-vestibular social da cidade do Rio de Janeiro

The 20th and 21st centuries are marked by the great number of technological advances in different areas of society. It is possible observe that equipment, procedures and technological systems become obsolete with almost the same speed and facility in which were implemented. It is from this great change, that appear questions about the role of education, especially regarding science teaching, to make a population more critical and participatory that could make its decisions in the globalized world. From this point of view, traditional teaching no longer meets the demand in the teaching-learning process, consequently changes are needs to perform a critical debate on science with the large population in a more inclusive way. In order to contribute to improve the teaching of Chemistry, the present work consists of the elaboration of a didactic sequence (DS) on Radioactivity and application of this in a social preparatory course. Audiovisual resources and texts were used to direct the DS, under the aspect of the significant learning methodology, with emphasis on the social role of science teaching. The approach was guided by documentaries about the accident that occurred in Goiânia with the radioactive material Césio-137 in 1987, which emphasizes the social and environmental consequences of non-understanding in the manipulation of radioactive materials. Debates were also used as a pedagogical tool in the formation of students as a critical individual and active participant in society. The results indicated that students felt motivated to learn the subject and actively participate in the class, making them more aware of the importance of science learning, emphasizing that this knowledge is not unique and important only for people who are or will specialize in the area.

Skills in DC electrical circuits by doctors in training

This study describes the understanding of concepts and problem-solving skills associated with direct current electrical circuits of doctors in training at a private university in Bogotá (Colombia) in times of the COVID-19 pandemic. The study of direct current electrical circuits is conducted through a didactic sequence supported by active learning and internet resources. In the research, the Inventory of Basic Conceptions - DC Circuits (IBCDC) instrument is used. The implementation of the study was carried out in four phases: a Pre-test, a pedagogical strategy in which the theoretical approach is carried out while the real application of this thematic nucleus in the human body is mentioned, the integration of a simulation as a technological tool that allows giving continuity to the practical and theoretical character of physics and a post-test. The results invite researchers to conduct an implementation exercise in the face-to-face modality, to generate a comparative study.

Writing an argumentative essay: the use of meta-discursive didactic sequences to improve students' skills

The study purpose is to explore how the application of a meta-discursive didactic sequence organizes and schematizes the development and writing of an argumentative essay. In the course of the study, a corpus of argumentative essays (90 works) written in English by 4th-year students of technical specialties of the Technical Institute (branch) of the North-Eastern Federal University named after M.K. Amosov (n = 45), Moscow Polytechnic University (n = 45) and the University of International Business (Almaty, the Republic of Kazakhstan) (n = 45) was considered. The observation lasted 13 weeks and consisted of three stages. According to the research results, 71.1% of students from the Technical Institute (branch) of NEFU correctly used the essay superstructure, 57.7% – macrostructure, and 42.2% – microstructure. It was found that the learning strategies focused on the meta-discursive approach are better developed among bilingual students. At the same time, monolingual students from Moscow Polytechnic University showed the following results: 28.8% – mastered the superstructure of writing an argumentative essay, 35.5% – macrostructure, and 46.6% – microstructure. Further research will be aimed at separating these categories and a step-by-step analysis of the process of argumentative essay writing following a meta-discursive sequence. The study limitations were manifested in the bilingualism of one category of students and the monolingualism of the other, which significantly affects the outcome of the data obtained.

Flipped classroom in the application of didactic sequence for the improvement of mathematical competences referred to modeling and representation of mathematical objects

Flipped classroom in the application of didactic sequence for the improvement of mathematical competences referred to modeling and representation of mathematical objects

Jelly Potentiometry, Do It Yourself

Understanding potentiometry is a difficult task when students in initial courses of Analytical Chemistry are first introduced to instrumental techniques. The closest instrument to them is a pH meter, which is frequently used as a “black box”, without a real understanding of how it works. Here we present the assembly of jelly modules that the students can combine in different ways with the purpose of visualizing what reference and indicator electrodes are and their function when they are used in potentiometric measurements with quantitative purposes. This didactic sequence was used during six semesters in a first course of Analytical Chemistry dictated for students becoming laboratory technicians in Chemistry and Chemical Engineering. It is a hands-on experiment to exemplify both a direct potentiometric analysis and a potentiometric titration (indirect analysis). It is simple, low-cost, and easy to apply. It only requires gelatin, salts, pieces of metal, and a multimeter. The students showed interest in its execution, and they were able to identify the functions of the electrodes, discuss the different analytical implications of potentiometric techniques among themselves, and make the requested graphics with very good results.

Introduction to Light Properties and Basic Principles of Spectroscopy at the High-School Level: A Pilot Study

Spectroscopy is the basis of many applications in chemistry; however, the basic principles of light, light–matter interaction, and the operation of spectrophotometers are rarely present in chemistry curricula at the high-school level, or they are only briefly introduced to students before focusing on analytical chemistry applications. In this work, we report the results of a study conducted over several years, aimed to design, optimise, and put into practice a didactic sequence on light phenomena such as reflection, refraction, interference, diffraction, and light dispersion, as well as the basic principles of ultraviolet–visible spectroscopy and spectroscopic instruments. Difficult concepts of light phenomena and related topics were deeply investigated, focusing on the best ways to teach them to high-school students in the framework of the content-specific components identified in the topic-specific pedagogical content knowledge theoretical model. Inquiry-based learning and interactive STEM laboratory activities were combined with a historical epistemological teaching method. Short introductory videos were also recorded to help students during the remote lessons in the COVID-19 pandemic period. In this paper, we report and discuss the research strategy used in order to design and implement the sequence of educational activities, leading to a final optimised didactic sequence that was tested in a pilot study. The main results were obtained from the experimentation with several classes in two high-school technical institutes with a chemistry and material sciences curriculum, along with a group of undergraduate students during the first part of an introductory course on molecular spectroscopy.

Eletric bass use as a teaching resource for the teaching of oscillations and soudwaves

Music has the potential to stimulate the brain to facilitate the memorization of information, with that there is the resourcefulness of seeking a teaching practice for teaching physics. This article proposes a didactic sequence for teaching Physics to 2nd year high school classes, using the practical context of sound waves, taking into account the difficulty of learning that is managed by abstract approaches. For the development of this project, an electric bass, audio interface and a free license software (Audacity) for audio capture were used, in addition, classes were approached to introduce the proposed content and later from the use of the electric instrument to the demonstration through the art of music with an interdisciplinary approach.

Didactic Sequence for Learning the Formulation of Medicines with the Use of ICT, at Upper Middle Level

The teaching of Chemistry has long been stigmatized as something difficult for teachers to do and at the same time complicated for students to understand. Some reasons may be the abstract nature of certain topics, among which is the identification of functional groups in compounds of biological interest such as the active principles of medicines. This article presents the structuring and implementation of a didactic strategy focused on the teaching-learning process of the subject of Chemistry for the theme Formulation of Medicines for which it was supported using ICT (Information and Communication Technologies). Subject taught in the curriculum of the College of Sciences and Humanities belonging to the National Autonomous University of Mexico at the high school level. The development of the strategy is based on an instructional design type ADDIE (Analysis, Design, Development, Implementation., Evaluation) which allows to have the opportunity for a continuous improvement of the strategy, using LKT (Learning and Knowledge Technologies) tools with a playful approach. The subject of the formulation of medicines is novel for students due to the social and environmental impact it can have on everyday life, in addition, the use of analogies allows a transfer of the knowledge taught to something more common and close to students. The results obtained reflected the influence that the use of LKT with a playful approach can have on student learning on the topic of drug formulation measured through the calculation of Hake's learning gain. We can take as an indication that the improvement of learning is real by using playful activities in the teaching of topics such as the identification of functional groups in medicines.

Das sieht ja ganz anders aus, wie fühlst du dich denn? Teaching Modal Particles ja and denn with the Queer Eye Germany series: a didactic model based on a Descriptive Format

This article proposes a linguistically based framework that can be used for the teaching of Modal Particles (MPs) using contextualized examples of authentic interactions from the Netflix's series Queer Eye Germany. For the description of MPs ja and denn we employ the Descriptive Format (Diewald et al. 2017), an interlinguistic schematic table which provides a definition of the morphological, syntactic, semantic and pragmatic characteristics of MPs. The format provides a linguistic framework for the development of a didactic material for teaching MPs, that is divided into three stages (Ende et al. 2013): introduction, elaboration and production. Therefore, the activities of the didactic model will be carried out in two phases: (i) the description of the formal and pragmatic characteristics of MPs ja and denn through the Descriptive Format; (ii) the elaboration of a didactic sequence with reception and production tasks using occurrences of MPs in authentic communicative contexts. This proposal aims to fill gaps in the teaching of MPs that takes into account a metalinguistic reflection (Aquino 2020), by which students can critically reflect on linguistic norms and the sociocultural reality of the target as well as of their own language.

SEQUÊNCIA DIDÁTICA ESTRUTURADA NOS TRÊS MOMENTOS PEDAGÓGICOS: LEIS DE NEWTON

When it comes to teaching physics, Newton's laws, there is a common problem of physics textbooks that teachers corroborate with the repetition of this, which is the lack of contextualization of teaching. It is commonplace to approach, for example, a block of mass m, this being approached statically or in motion, but students cannot understand that the studied knowledge is also in their daily lives. They cannot relate school knowledge to everyday knowledge. Physics is a complex language, often new in students' lives and, since the target audience are young and adult students of the EJA modality, from high school, who often have been out of a classroom for up to 30 years, the physics becomes something of maximum complexity. Because it includes mathematics, requires logical reasoning and interpretation of texts, so it becomes a discipline that is not easy for students. The work aims to build a didactic sequence for teaching Newton's laws. The methodology used in the didactic sequence is based on the theory of the Three Pedagogical Moments by Delizoicov and Angotti (1990). The research results are in the course of the work.

UMA PROPOSTA PARA O ENSINO DO EFEITO FOTOELÉTRICO A PARTIR DE UMA CONTEXTUALIZAÇÃO HISTÓRICA

The photoelectric effect is an abstract phenomenon that is difficult to observe and understand by students, creating an obstacle to their learning. The photoelectric effect consists of the ejection of electrons from a material exposed to a certain frequency of electromagnetic radiation. The packets of light, called photons, transfer energy to electrons. If this amount of energy is greater than the minimum energy needed to pull out the electrons, they will be pulled from the surface of the material, forming a photoelectron current. This article aims to describe the development, application and evaluation of a proposal for a didactic sequence in a high school class to teach the photoelectric effect, using the History of Science as a knowledge building tool. The strongly technical tradition in the field of Physics is reflected in the initial teacher training, making the learning process mechanistic, led to study and understand only what can be measured. However, the process of teaching physics is a human activity and needs to be analyzed from this perspective. This is the great relevance of approaches with a historical, philosophical and social bias in understanding science not as an entity that knows the whole truth, but as something that has been built over time in the most different possible ways, being subject to changes over time. of new discoveries.

Writing Comics in English as a Foreign Language Classis: A Didactic Sequence with Tertiary Students

El reporte de esta experiencia muestra una secuencia didáctica puesta en práctica durante el periodo académico 2021-2022 con estudiantes de una institución superior pública en la provincia de Los Ríos, Ecuador, en las clases de inglés 1 (A1). El objetivo de esta secuencia didáctica fue motivar a dos grupos de estudiantes de la carrera de Educación Básica a escribir a través del uso de comics en las clases de inglés. En esta actividad participaron de 81 estudiantes (N=81). Esta secuencia tuvo una duración de tres semanas clase, un total de 12 horas. Debido a la Pandemia del Covid-19 los cursos fueron impartidos de manera online a través de la plataforma Zoom. Al finalizar la actividad, se usó un cuestionario como instrumento de recolección de datos. Los resultados demostraron efectos positivos en los estudiantes, como la motivación, concientización de su propio aprendizaje, y autonomía. Este estudio motiva a docentes a usar comics para mejorar la enseñanza de inglés en la educación superior y perfeccionar la competencia del idioma inglés.

ACTIVE METHODOLOGIES IN GEOGRAPHY TEACHING: POSSIBLITIES IN PUBLIC SCHOOLS IN RURAL AREAS, PIAUÍ/PI

Public schools in rural areas belong to a reality far removed from the others, and when looking for new ways to teach the discipline of Geography, the teacher encounters difficulties. Thinking about this issue, the main objective of this work is to use simple and low-cost resources that may contribute to the teaching-learning process of Geography in these schools. Having as justification the need to think about the use of cheap recreational resources or without any expense in the teaching-learning process, given the difficulty of having access to expensive materials or those that require advanced technology. This work was carried out in stages from an approach through action research, a bibliographical survey was carried out; studies with the textbook, realization of didactic sequences, elaboration of instruments and systematization of data on active methodologies. The main results demonstrated the various possibilities for the use of active
 methodologies in teaching geography in schools in the rural area of any municipality, mainly with the use of didactic resources existing in the school reality itself, that is, teachers and students. It is concluded that schools in rural areas lack infrastructure, but this is not an obstacle for the Geography teacher to be able to study Active Methodologies with his/her students; on the contrary, in any school environment it is possible for the student to be able to learn using various resources, what really has to be done is the adaptation to reality, so that there is no difficulty in its application, that is, despite real problems it is possible to use accessible teaching resources, what really needs to be done is the adaptation to the reality in which the institution and students belong.

Assessment of learning of Platonic solids by using augmented reality and situations didactic theory

The augmented reality (AR) is a technology that combines in real time the environment information with the lived information of the virtual environment. This technology can be used in the theory of didactic situations (TDS) for the learning of spatial geometry. The aim of this study was to evaluate the effect of AR and TDS on the learning of Platonic solids (PS) in junior high school (7th degree) students. 40 students were allotted in both an experimental -EG- (n=20) and a control group -CG- (n=20). Students from EG received a didactic sequence related to PS and AR and CG received a traditional study class with a 3D PS. The learning of the students of both groups was assessed by semiquantitative scale (from 1 to 4) comparing data gathered at the beginning of the study (pretest results) with data obtained after applying the didactic sequence or receiving the traditional study class. Results from both groups were compared with a U-Mann-Whitney test. Data were presented as median (range) A P < 0.05 was accepted as statistically significant. Pretest data revealed that the start previous knowledge about PS was similar between both groups. Posttest data shown that students of the EG learned better about PS than students of the CG. The use of AR and TDS could improve the learning PS in students because they can easily identify and interact with the common patterns of this geometric elements as if these were real objects.

Strengthening of the reading and writing processes through frame animation

Building knowledge involves teaching methods accompanied by strategies, for education these components are necessary and complement each other, one of these methods are the literacy processes that are combined with different types of practices to develop properly; the purpose of this research was to strengthen these literacy processes through animation by photogram, for this a qualitative approach was developed under an action research design, where collecting information was mediated by observation, tests and didactic sequence.

Didactic Sequences as an Educational Product to Facilitate Teaching-Learning Processes in Lato Sensu Graduate Courses in the Area of Health Management in Primary Care

Teaching strategies can be considered as techniques that are constructed to be used with the objective of promoting teaching and learning in the classroom, so that the teacher is considered a mentor, as he is the one who selects, analyzes, studies, organizes, builds and proposes the most classic tools to facilitate the learning process [1]. This study is an experience report related to the construction of an educational product that consists of the elaboration of pedagogical strategies, characterized by five didactic sequences in the perspective of collaborating with teaching-learning processes in lato sensu graduate courses. The themes that are part of the didactic sequences were built based on the results obtained in scientific research carried out during the development of the strict sensu postgraduate course in Teaching in Health and Technology, which involved: the work of coordinators who work in the field of health management in Primary Care, situations that challenge the management of Primary Care and the potentialities of work in the management of Primary Care. The didactic sequences have fun teaching strategies that provide meaningful learning for a future qualified professional performance. These sequences involve the use of active methodologies and the use of digital tools. The educational product developed seeks to promote benefits that can collaborate with the improvement of Primary Care Management and teaching-learning processes in the training of health professionals. Therefore, the pedagogical strategies, as well as its entire construction process, were developed through the collaboration of professors of the Health and Society discipline at the State University of Health Sciences of Alagoas (UNCISAL), seeking to make it qualify for effective construction of knowledge and that promote its wide use in the academic environment.

Educação Baseada em Competências e o Ensino da bioética num curso técnico de radiologia médica

Currently, an ethical perspective in professional training is essential. In health courses, a fundamental aspect is the learning of bioethics, a perspective that critically analyzes problem situations and socio-scientific themes through an interdisciplinary perspective. This field of knowledge is related to that proposed by a Common National Curricular Base (BNCC) in the area of Natural Sciences and its Technologies. The objective of this work, the result of a master's dissertation, was to apply a didactic sequence in the discipline “Ethics” of a technical course in the health area with the intention of facilitating the teaching of bioethics together with the development of the transversal competence of ethics, for through Competency-Based Education (EBC). The design consisted of a descriptive case study. The target audience was composed of 32 students, from the 1st module of a radiology technical course from a private institution located in the interior of the State of São Paulo. The results showed that the didactic sequence facilitated the teaching of bioethics and helped in the development of ethics as a transversal competence. Greater scientific literacy of students was perceived, a greater understanding of interdisciplinarity in this field of saber, the development of different behavioral skills and criticality and awareness in self-assessments. It is concluded that the teaching of bioethics through EBC can assist in ethical training and stimulate transversal resources in students.

Investigaciones sobre el uso de analogías en el aula de ciencias: una revisión sistemática

Experimental science teachers are faced with the task of explaining scientific topics that are difficult for students to understand, so they usually resort to analogues that make them easier to understand by comparison. It is important to know the scientific research published on didactic sequences with analogies and their implementation in the classroom. Thus, this work shows a systematic review of the scientific literature in the Web of Science and Scopus databases on the subject between 2000 and 2020.  Results show 10 articles that meet the established inclusion criteria and, after their analysis, it is concluded that, although the sample is small, they are relevant studies, as they provide useful didactic examples for teaching, common analogies to address certain contents, aspects to consider in teacher training and students' perceptions

Ação Crítico-Formativa no Contexto de Formação de Formadores de Língua Portuguesa

ABSTRACT: We live in a society in which habits, customs, values and beliefs have been modified as a result of globalization and the information and communication technologies that have entered and occupied public and private spaces, in an intense and meaningful way. Education, in turn, even with some pertinent advances, still presents fragmented teaching in Brazilian classrooms, a traditional model that is out of context in the everyday life of students. When considering that it is in and through language that human beings interact, this article aims to present a critical-formative action developed with Portuguese language trainers, from the Education Department of the State of Acre, in the discussion of concepts of discursive genres, didactic sequence and multi-stages, as a possibility of transformation of the subjects involved. Methodologically, we are anchored in the Critical Collaboration Research (PCCol) in which all involved act, in a critical, collaborative and reflective way, in the activities developed, in order to intervene and transform the existing reality. The results found verified the need for revision in: a) concepts considered internalized and, b) in the role of the trainer as someone who needs to articulate theory and practice in a more collaborative, critical and effective way with the teachers.

Reflexiones de la práctica educativa de maestros de matemáticas panameños en ejercicio

Abstract The purpose of this document is to analyze the results of previous research where the components with the low or null presence of the Didactical Suitability Criteria (DSC) in developed tasks (didactic sequences) for a training course in the teaching of Mathematics are reviewed. Individual semi-structured interviews were conducted with five teachers who participated in the previous research to gather information on why these results were obtained. The interview consisted of eight questions on the component’s connections, didactical innovation, representativeness of complexity, errors, social-professional practicality, and autonomy. The analysis was conducted through a qualitative study of the semantic units of meaning (descriptive analysis). These were extracted from the transcripts of the interviews guided. The results revealed that most interviewees indicated that components, such as autonomy and social-professional practicality, generate positive emotions in their students. It is concluded that the teachers’ reflection on their mathematics classes up to that time was considered a non-priority for the components whose score was low. However, the interviewees considered the importance of modifying their educational practices by employing other components of the DSCs to have quality teaching and learning processes.