Didactic Sequence Research Articles

UTILIZAÇÃO DE MAPAS CONCEITUAIS PARA VERIFICAÇÃO DE APRENDIZAGEM SIGNIFICATIVA EM ATIVIDADES INTERDISCIPLINARES NO TÉCNICO INTEGRADO EM AUTOMAÇÃO INDUSTRIAL

This article presents the results of an investigation into the use of concept maps to assess meaningful learning in interdisciplinary activities with students from a Technical Course in Industrial Automation integrated into High School at a Federal Institute campus in the interior of Rio de Janeiro state. Based on David Ausubel's Theory of Meaningful Learning and using Joseph Novak's Concept Maps, this work adopted a qualitative approach with a pedagogical intervention through an Interdisciplinary Didactic Sequence. Concepts from Physics, Programmable Logic Controllers, Instrumentation, Process Control, and Pneumatic Commands were integrated, using the Flipped Classroom and practical activities on a Didactic Bench. The analysis of the concept maps, created by students before and after the intervention, revealed a significant increase of 32.56% in the quality of cross-links, indicating deep integrative reconciliations and improved assimilation of interdisciplinary concepts.

The development of a didactic sequence for teaching fundamental trigonometric equations in basic education

The research is related to the teaching and learning of Fundamental Trigonometric Equations. The guiding question of the research was: How will a Didactic Sequence, developed according to the structuring model (UARC), with the aid of concrete material and software, contribute to improvements in the teaching and learning process of Trigonometric Equations? To answer this question, the general objective was defined to propose the development of a Didactic Sequence to enhance the teaching and learning of Fundamental Trigonometric Equations. The didactic sequence is structured according to the construct of Articulated Units of Conceptual Reconstruction (UARC), according to Cabral (2017). Dissertations and textbooks on the subject were analyzed, in addition to a questionnaire via Google Forms being applied to high school mathematics teachers and alumni with questions relevant to the research; the data collected corroborated the methodological objectives outlined. The teaching sequence was applied to an experimental class, while the control class was taught in a traditional way. At the end of the classes, both groups took a test to verify their learning. The analysis of the results is based on the theories of Microgenetic Analysis by Góes (2000) and Discourse Analysis by Mortimer and Scoot (2002). The transcribed learning evidence, together with the average grades on the learning verification test of the experimental class, indicated that the use of the teaching sequence for teaching fundamental trigonometric equations with the help of manipulative materials proved to be an efficient methodological alternative for teaching.

Cognitive-Discursive Didactic Sequence to Strengthen Inferential Reading of Elementary School Students

Currently, students in basic secondary school in Colombia have a low performance in reading comprehension at the inferential level. This pedagogical proposal aimed to strengthen the level of inferential reading of students who attend elementary school, through the application of a didactic sequence from the cognitive-discursive perspective. Theoretically, the concepts proposed by Cisneros, Olave and Rojas regarding four types of inferences were assumed. Likewise, the theoretical orientations of Van Dijk (1978), Solé (1992) and Martínez (2002) were taken into account to support the cognitive-discursive perspective adopted in the study. Methodologically, the qualitative approach was used with the action research method, and techniques such as observation, questionnaire, field diary and didactic sequence were used. In relation to the results, it is evident that the participants in the closing questionnaire increased significantly compared to the four types of inference evaluated, thus demonstrating greater interpretation when facing the texts.

Aplicação de uma sequência didática com história em quadrinhos para o desenvolvimento de competências socioemocionais

This article aims to present the results of a didactic sequence implementation that sought to analyze how the use of educational technology and comic books can contribute to the development of socio-emotional skills required by the job market. The development of the didactic sequence included workshops aimed at understanding comic books and the production of an online magazine with the objective of developing socio-emotional skills. This research adopts a qualitative methodological approach, characterized as exploratory and action research. The analysis results highlighted the relevance of educational technology as a pedagogical resource, the pedagogical potential of comic books, and how the workshops conducted for the production of the online magazine facilitated the development of socio-emotional skills. The research provided students with the opportunity to develop socio-emotional skills, thus contributing to the studies of Brazilian Technical and Vocational Education and Training. Based on the participants' responses, it was possible to identify some important factors: contributions from leadership to improve school management and contributions from the association between leadership and school management to improving teaching in TVET.

Framework for a Research-Based and Interdisciplinary Use of Sensors in Elementary Teacher Education.

Sensors should be integrated into teacher education, as they are essential tools in the digital practices needed for full participation in society. Electronic sensors can be used as laboratory/scientific tools, as everyday mobile learning tools, and as epistemic mediators in several scientific fields, as well as in interdisciplinary approaches. In this way, electronic sensors can play multiple roles in the main dimensions of teacher education. The aim of the research presented in this paper was to create a framework for the research-based and interdisciplinary use of sensors in elementary teacher education, based on the thematic analysis of seven case studies implemented in Portugal. The thematic categories used in the cross-case analysis were fundamental in revealing the different roles played by sensors in the different phases of the didactic sequences of the cases. Subsequently, the thematic analysis made it possible to identify patterns of affordances of sensors and to relate the multiple roles of electronic sensors to different areas of the Portuguese elementary teacher education model. The research synthesis made it possible to outline the framework perspectives. The resulting framework systematized and highlighted the affordances of sensors in pre-service and in-service elementary teacher education as scientific, epistemic, interdisciplinary, and didactic mediators. These affordances were revealed to be particularly important in data-driven inquiry problem-solving, pedagogical content knowledge, and professional knowledge development. The framework created can be expanded in future related research.

Reflection on realistic simulation and didactic sequences in the science, technology and innovation in health policy

The aim of this study was to reflect on the principles of the National Policy for Science, Technology and Innovation in Health (NPSTIH) from the perspective of realistic simulation in order to create a technology to instrumentalize teaching. In order to present a contextualized approach, a reflective analysis was carried out by searching the scientific literature for productions based on the concepts mentioned in the Virtual Health Library (VHL), with support from the keywords: Realistic Simulation; Meaningful Learning; Nursing; Teaching, selecting articles available in full and with significant content to support the proposed discussion. The use of simulations is increasingly seen as an opportunity to provide future teachers with unique opportunities to demonstrate professional experience in the classroom in a controlled and structured way. By integrating realistic simulation guided by didactic sequences into the training process, healthcare professionals can acquire essential clinical skills, work collaboratively in interprofessional teams and keep up to date with the latest healthcare practices and technologies. It was concluded that realistic simulation requires a holistic approach that considers not only the clinical effectiveness of simulations, but also their environmental and social impact. By adopting responsible practices and promoting awareness of their importance, it is possible to ensure that health simulations contribute to the advancement of NPSTIH and human health in an ethical and sustainable manner.

Didactic sequence for realistic simulation: double diamond method for teaching drug administration

Realistic simulation is an effective pedagogical strategy that uses simulated scenarios and situations to promote practical and experiential learning in various areas of education, including medical and nursing education. For this reason, it is necessary to create a registration model to carry out realistic simulation in a standardized and systematized way. The aim of this study is to develop an interactive didactic sequence model based on the pedagogical hermeneutic circle applied to realistic simulations in the preparation and administration of medication. Results: The development of an interactive didactic sequence based on the Dialectical Hermeneutic Circle resulted in a complex instrument that guarantees the construction and reconstruction of reality, which is presented in a dialogical way through a constant back and forth between the students' successive interpretations and reinterpretations. The conclusion is that the interactive didactic sequence for realistic drug simulation guarantees continuous dialog between teachers and students, creating a more interactive learning environment where students are encouraged to express their doubts, opinions and challenges, which is fundamental for building knowledge.

Students’ views on Amazonian ethno-herpetofauna

Ethnoherpetology is the ethnoscience that studies the interactions of humans from different cultures with amphibians and reptiles. The present work aims to describe students' conception of ethnoherpetofauna. Semi-structured questionnaires were administered to students (n= 25) in the 7th year of Elementary School. In order to expand and improve the retention of the content covered in classes, a Didactic Sequence (SD) was carried out. The majority of research participants are unaware of or have never heard of the concept of Herpetology (96.0%), not being able to distinguish animals belonging to herpetofauna, such as amphibians. The majority demonstrated an aversion to these animals and considered them to be venomous and poisonous (23.0% frogs and 50.0% snakes). Despite this, the majority recognized the ecological importance of these individuals in the environment, mainly for the balance of the food chain (60.0%). The students pointed out that the main cause of the decrease in reptiles and amphibians in nature is the destruction of habitats (44.0%). It was observed that students' knowledge regarding Herpetology is based on myths and popular beliefs. Such erroneous information contributes to aggressive reactions (19.2%) of students to animals. The teaching methods and resources used were well accepted (80%), especially the exhibition of animals (reptiles and amphibians) preserved in formaldehyde (64%), thus facilitating the retention of the content. In view of this, we reinforce the need for more interventions in the area of ​​environmental education, which address the ecological importance of these animals and which help to conserve the environment.

HEALTH EDUCATION: INFORMATION TO PREVENT ACCIDENTS WITH SCORPIONS

We aimed to describe an experience of developing and applying a Didactic Sequence (DS), which included an educational game designed to study scorpion sting prevention. We developed a didactic game titled "Journey against Scorpionism." The DS unfolded in three stages: firstly, we conducted a dialogued expository class to address the topic of scorpionism. In the second stage, we showcased specimens of scorpions to the students. The third stage involved the application of the didactic game. The project was implemented in five public schools in the city of Governador Valadares, Minas Gerais, Brazil, involving both primary and secondary school students. Approximately 150 students took part in the activities, with an average of 30 students per class. We observed a keen interest among the students regarding the topic, with active participation as they shared stories related to scorpion stings or sought clarification on the subject. This engagement fostered a moment of significant interaction. When we presented the scorpions, there was a palpable enthusiasm for learning about the animal's biology. As the students engaged with the didactic game, we noted that it effectively reinforced the knowledge they had acquired. We believe that these educational initiatives have the potential to contribute to the prevention of scorpionism and, consequently, to reduce mortality resulting from such incidents.

Study on the progression of pre-service primary school teachers’ models regarding the phenomenon of tides

ABSTRACT The progress achieved in the models used by future Spanish primary school teachers on the phenomenon of tides is analysed after implementing a modelling-based didactic sequence. It was implemented throughout ten sessions in two classes (N = 88). An open-ended questionnaire was used as a data collecting instrument. Based on prior studies and the information gathered in this instrument, a holistic rubric was created to characterise the models used before and after implementing the didactic sequence. The comparison of the results obtained reveals important advances in the models used, which shows the usefulness of the sequence taking into account the progression of the students’ knowledge of the phenomenon analysed. However, it also reflects the persistence of some difficulties that hinder the achievement of the desired school model. The main difficulty lay in understanding the effect produced by the differential forces on a flexible body, such as the oceanic mass. All this helps identify possible improvements in the design process of the didactic sequence developed, such as introducing new activities to reinforce key concepts, reordering some activities, and enhancing the role of thought experiments.

Mobile devices integrated into Mathematics teaching practice: contributions emerging from continuing training

This article presents the investigation of a Continuing Training course for Mathematics teachers in the final years of Elementary School, with a view to integrating mobile devices into teaching practice. In the theoretical framework, Digital Technologies, Didactic Sequences and the Technological model were addressed. Pedagogical Content Knowledge. The general objective of the research was to investigate the contributions of a continuing education course for the integration of mobile devices in the teaching practice of Mathematics teachers. As a result, it was found that the main contributions of the course to the participants' teaching practice refer to the expansion of their Knowledge about applications that address mathematical content, increasing teachers' confidence in integrating mobile devices, and the expansion of teachers' vision regarding the integration of technological resources, resulting from the sharing of experiences and the study of the theoretical basis covered during the course.

The Use of an Interdisciplinary Didactic Sequence for Immunology Teaching

An interdisciplinary Didactic Sequence was the strategy used for teaching Immunology in a class in the 2nd year of high school at a state public school in a rural area in Minas Gerais, Brazil. The development of the sequence had the participation of the disciplines of Arts and Portuguese, being divided into five stages, with the application of questionnaires, creation of an immunological domino, making of comics, and textual productions. The research was qualitative-quantitative, with analysis methodologies appropriate to each stage. The results showed that the use of diversified and previously planned activities contributed significantly to students' learning, making them more active, creative, and participatory.

Axial Symmetry in Primary School Through a Milieu Based on Visual Programming

AbstractThis paper outlines the design and application of a didactic sequence aimed at facilitating primary students’ understanding of axial symmetry, utilizing a combination of digital artefacts and paper tasks. We wondered to what extent the designed didactic sequence is able to make primary school students formulate and validate effective programming strategies to construct symmetrical images with respect to an axis and identify the key properties of axial symmetry. Data analysis from a study carried out with fifth-grade students shows a link between the evolution of students’ programming strategies and the construction of mathematical knowledge related to the definition of axial symmetry. The digital artefact and the paper tasks were effective in bringing out programming strategies and some of the key properties of axial symmetry. However, the designed didactic sequence was not enough to allow students to identify all properties related to axial symmetry, and a subsequent intervention by the teacher was necessary. The results of the experimentation led us to expand the paper tasks with additional questions for students.

Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning.

To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning. Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S'], and by continuous comparisons of the data. Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning. Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.

Uso da etimologia no ensino e aprendizagem de conceitos biológicos e taxonômicos da fauna nativa chilena

Objective. Evaluate the impact of a didactic sequence, incorporating the use of the etymology of biological taxonomic concepts in the acquisition of knowledge about the Chilean native fauna. Methodology. To carry this out, the brief conceptualization technique (one-minute paper), the metacognitive self-assessment scale instrument known as the Knowledge and Prior Study Inventory (KPSI), a knowledge test, as well as an open question test were applied to 42 third year high-school students, before and after implementing the sequence remotely. Results. From the analysis of the results, a lexical diversity value (TTR) of 0.398 and 0.421 was obtained before and after the intervention, respectively. On the other hand, significant differences (p < 0.001) in the students´ level of knowledge were detected before (8.5 points) and after (11.4 points) the didactic implementation. This suggests that the use of the etymology of biological taxonomic concepts contributed to the students’ increase in vocabulary and level of knowledge about the Chilean native fauna by incorporating the characteristics of these animals into their cognitive repertoire, promoting the development of scientific skills such as deep understanding of concepts and deduction, in addition to encouraging interest and motivation in the conservation of this fauna and its environment. Conclusion. It can be concluded that it is advisable to incorporate etymology systematically in the teaching of different biological subjects at high-school level, since it contributes to increasing the scientific literacy of secondary students.

A didactic sequence to help legal translation trainees develop strategic and intercultural competence: macro-level textual consequences of micro-level decisions when dealing with legal culture-bound terms

ABSTRACT Translating legal culture-bound terms is one of the difficulties facing any legal translator due to asymmetries between national legal systems. To train trainees to deal with these terms, strategic and intercultural competences must be developed. This article focuses on how to pedagogically address the varying degrees of incongruity that may arise when translating legal culture-bound terms. The learning objectives set are for trainees to be able to apply the most appropriate translation technique to use in each instance, selecting it at a micro-unit level that is coherent with the macro-level approach determined by the communicative situation and target text purpose. A theoretical and pedagogical framework is presented, followed by the description of a didactic sequence that was created as action research to develop trainees’ strategic and intercultural competences. The didactic sequence includes 4 units with task-based learning activities and formative and summative assessment. The activities were piloted in a postgraduate specialisation course in legal translation at the Autonomous University of Barcelona. Trainee responses to a follow-up survey and focus group show that the activities were perceived to be useful and helpful when dealing with the difficulty of translating legal culture-bound terms.

Holographic pyramid as an instructional resource for inserting 3D images in the teaching of optical isomerism

The New Digital Information and Communication Technologies and their applications in the teaching of chemistry have been highlighted as a contributor to the promotion of abstract concepts. In search of innovations that can contribute to the teaching of Optical Isomerism, we investigated the collaboration of the teaching of this concept provided in a didactic sequence with a CTS focus and with the support of a pedagogical didactic resource, the holographic pyramid for the representation of 3D images. The research was qualitative in nature and the target audience consisted of 35 high school students from a state school located in Vera Cruz do Oeste, Paraná. The students took part in two lessons that made up a didactic sequence addressing "Optical Isomerism and Medicines", and based on the data collected, we analyzed the construction of knowledge and the establishment of the relationships necessary for learning. The methods of analysis were based on the procedures of Discursive Textual Analysis, categorization was adapted and carried out a priori using the deductive method with support from Bloom's Digital Taxonomy and the materials resulting from the application of the research were interpreted using the Double Coding Theory. We observed that some students contemplated the three levels of cognitive processing established by Paivio (1971): representational, referential and associative. However, for other students, we analyzed the need for different stimuli so that they could establish concrete connections. We suggest the Double Coding Theory for the analysis of teaching based on 3D images, contemplating the abstract concepts of Optical Isomerism and highlighting the importance of digital technology applied to chemistry teaching methods.

Evaluation of a didactic sequence proposal based on technoteaching applied in basic education

Faced with the problem of expository classes contributing little to student learning, a Didactic Sequence (SD) proposal was developed that promotes student protagonism in the construction of knowledge. The objective is to evaluate the proposal of this SD, based on the theoretical assumptions of Technoteaching, in view of the development of Digital Authorial Educational Materials (MADEs), making use of a digital technological artifact by Basic Education students. The intervention research, based on Design Based Learning (DBR), analyzed the application of two SD linked to Statistics and English Language content with students in the 2nd year of High School and the 5th year of Elementary School, respectively, based on the predicted SD model. It was found that the proposal was favorable in terms of quality, promoting the learning of the students involved.

Introducing UV–visible spectroscopy at high school level following the historical evolution of spectroscopic instruments: a proposal for chemistry teachers

Spectroscopy is a scientific topic at the interface between Chemistry and Physics, which is taught at high school level in relation with its fundamental applications in Analytical Chemistry. In the first part of the paper, the topic of spectroscopy is analyzed having in mind the well-known Johnstone’s triangle of chemistry education, putting in evidence the way spectroscopy is usually taught at the three levels of chemical knowledge: macroscopic/phenomenological, sub-microscopic/molecular and symbolic ones. Among these three levels, following Johnstone’s recommendations the macroscopic one is the most useful for high school students who learn spectroscopy for the first time. Starting from these premises, in the second part of the paper, we propose a didactic sequence which is inspired by the historical evolution of spectroscopic instruments from the first spectroscopes invented by Gustav Kirchhoff and Robert Bunsen in 1860 to the UV–vis spectrophotometers which became common since the 1960s. The idea behind our research is to analyze the conceptual advancements through the history of spectroscopy and to identify the key episodes/experiments and spectroscopic instruments. For each of them, a didactic activity, typically an experiment, is then proposed underlining the relevant aspects from the chemistry education point of view. The present paper is the occasion to reflect on the potentialities of an historical approach combined with a laboratorial one, and to discuss the role of historical instruments and related technological improvements to teach spectroscopy.

Didactic Sequence for the Introduction of Infrared Absorption Spectrophotometry at the High School Level

Didactic Sequence for the Introduction of Infrared Absorption Spectrophotometry at the High School Level