Didactic Sequence Research Articles

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.

Um experimento didático no ensino de Biologia a partir de um olhar sobre gravidez na adolescência em comunidades ribeirinhas no Marajó-PA

A presente pesquisa foi desenvolvida com objetivo de investigar em que medida uma Sequência Didática (SD) envolvendo o conceito de “Reprodução Humana”, segundo a perspectiva histórico-cultural, pode contribuir nas comunidades ribeirinhas sobre a gravidez na adolescência Como ancoragem teórico, nos baseamos na teoria histórico-cultural, a partir de Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) e outros teóricos que contribuíram com o debate. Na metodologia, desenvolvemos uma abordagem qualitativa fundamentada em Alves (1992) e Oliveira (1995), analisando uma SD a partir dos olhares de Zabala (2011) e Cabral (2017). Para a análise das interações das SDs, trabalhamos com os pressupostos teóricos de Góes (2000) conhecido como “Análise Microgenética”. Nos resultados, observamos os participantes da pesquisa mostraram maior compreensão dos conceitos sobre o tema “Reprodução Humana”, refletindo de forma significativa a gravidez na adolescência. Observamos que quando usamos o conhecimento científico e o conhecimento cotidiano houve mudanças de atitudes com relação ao tema. Neste sentido, nossa lente apontou potencialidade na aprendizagem quando desenvolvemos as SDs a partir da perspectiva histórico-cultural. Palavras-chave: ensino-aprendizagem, biologia, teoria histórico-cultural, sequência didática. A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA ABSTRACT. The present research was developed with the objective of investigating the extent to which a Didactic Sequence (DS) involving the concept of "Human Reproduction", according to the historical-cultural perspective, can contribute to riverside communities about teenage pregnancy As a theoretical anchor, we base ourselves on in historical-cultural theory, from Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) and other theorists who contributed to the debate. In the methodology, we developed a qualitative approach based on Alves (1992) and Oliveira (1995), analyzing a SD from the looks of Zabala (2011) and Cabral (2017). For the analysis of SD interactions, we worked with the theoretical assumptions of Góes (2000) known as “Microgenetic Analysis”. In the results, we observed that the research participants showed greater understanding of the concepts on the theme "Human Reproduction", significantly reflecting teenage pregnancy. We observed that when we used scientific knowledge and everyday knowledge, there were changes in attitudes towards the subject. In this sense, our lens pointed out potential in learning when we develop SDs from the historical-cultural perspective. Keywords: teaching-learning, biology, historical-cultural theory, didactic Sequence. Una experiencia didáctica en la enseñanza de la Biología desde la perspectiva del embarazo adolescente en comunidades ribereñas de Marajó- PA. RESUMEN. La presente investigación se desarrolló con el objetivo de indagar en qué medida una Secuencia Didáctica (DS) que involucre el concepto de “Reproducción Humana”, según la perspectiva histórico-cultural, puede contribuir a las comunidades ribereñas sobre el embarazo adolescente como ancla teórica, nos basamos en la teoría histórico-cultural, de Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) y otros teóricos que contribuyeron al debate. En la metodología, desarrollamos un enfoque cualitativo basado en Alves (1992) y Oliveira (1995), analizando una SD a partir de las miradas de Zabala (2011) y Cabral (2017). Para el análisis de las interacciones SD se trabajó con los supuestos teóricos de Góes (2000) conocidos como “Análisis Microgenético”. En los resultados, se observó que los participantes de la investigación mostraron una mayor comprensión de los conceptos sobre el tema "Reproducción Humana", reflejando significativamente el embarazo adolescente. Observamos que cuando utilizamos el conocimiento científico y el conocimiento cotidiano, hubo cambios en las actitudes hacia el tema. En este sentido, nuestro lente apuntó potencialidades en el aprendizaje cuando desarrollamos el SD desde la perspectiva histórico-cultural. Palabras clave: enseñanza-aprendizaje, biología, teoría histórico-cultural, secuencia Didáctica.

How to Embed SRL in Online Learning Settings? Design Through Learning Analytics and Personalized Learning Design in Moodle

One of the main generic competencies in Higher Education is “Learning to Learn”. The key component of this competence is the capacity for self-regulated learning (SRL). For this competence to be developed, peer feedback seems useful because it fosters evaluative judgement. Following the principles of peer feedback processes, an online peer feedback proposal was created in the context of complex tasks in several degree courses (n = 448 students) at the University of Barcelona. A specific didactic sequence supported by digital technologies through Moodle was designed and validated after a deep analysis of the theoretical underpinnings of SRL models. A peer review proposal was ratified by the students, who pointed out the benefits of both receiving and, especially, giving feedback. The integration of Moodle tools with external tools such as Personalized Learning Design was highly valued by reviewers (n = 3 expert judges) and the possibilities for students to monitor their own progress through task completion was revealed as a positive aspect. Furthermore, the creation of personalized alerts to support learning processes also received a very high rating. The final model includes the changes derived from the validation process and suggests a reliable technology-supported intervention in an LMS, which is transferable to a larger scale.

A Task-Based Road Map to Teaching Business Spanish with Word Combinations

This research-informed pedagogical proposal makes the case for incorporating the teaching of word combinations—specifically, collocations—into a business Spanish course. It addresses how to choose specific lexical bundles for a given language for specific purposes (LSP) context as well as an appropriate methodology for teaching them to maximize student acquisition. The pedagogical proposal presents specific details of task didactic sequences that integrate explicit instruction in word combinations into a course-long business plan project such that it enhances word retention and facilitates production. This pedagogical layout is reinforced by the fact that lexical units that are related to specific topics in the field of business language are gradually introduced, and by the students’ need to reuse them in the final task. The current proposal encourages the integration of word combinations and phraseology through task sequences in other language courses for specific purposes, as these combinations reinforce and help students improve their vocabulary development.

The innovative solution of speaking in class in several subjects, the case of environmental protection in Morocco

Oral activity is one of the fundamental components of the didactic sequence. This shows its importance in the teaching/learning of French. This study deals with the issue of speaking in class, in oral session. It is part of the field of oral didactics and focuses on the development of verbal production skills through the use of theatrical play. The problem related to this research is the following: what is the contribution of theatre for oral speaking in French class in qualifying high school? To respond to the problem raised and achieve the objectives of the research, we based ourselves on a field survey. Teachers’ responses stated that theatre is a means of promoting classroom speaking during oral activity.

Virtual Fossils for Widening Geoeducation Approaches: A Case Study Based on the Cretaceous Sites of Figueira da Foz (Portugal) and Tamajón (Spain)

Accessible palaeontological sites conform highly adequate out-of-school environments for meaningful learning experiences regarding formal and non-formal teaching of geosciences. With a perspective of international cooperation, two correlative Cenomanian–Turonian (Upper Cretaceous) outcrops from the Iberian Peninsula have been chosen as the focus of this project—the sections of Figueira da Foz (Portugal) and Tamajón (Spain)—along with the Palaeontological and Archaeological Interpretation Centre of Tamajón (CIPAT). Virtualization of fossil samples and sites has been undertaken by means of phase-shift scanning, photogrammetry, and small object scanning by structured light and laser triangulation, resulting in three-dimensional virtual models of the main fossil tracks and invertebrate fossil samples. These virtual fossils have allowed the development of transdisciplinary didactic activities for different educational levels and the general public, which have been presented as file cards where the age of participants, objectives, multiple intelligences, European Union key competences, needed resources, development, and further observations are specified. This work aims to contribute to improving the design and development of didactic sequences for out-of-school education at these sites, organizing effective transdisciplinary teaching tools, and developing awareness, values, and responsibility towards geoheritage.

Álbumes sin palabras y creatividad: propuesta didáctica para los grados de Educación Infantil y Primaria

The expressive possibilities of wordless picturebooks offer us a tool to work on multiple subjects at any educational stage. Scientific attention shows both a clinical interest in using these books to promote narrative skills and many studies and didactic proposals that recognise these visual narratives, which are not restricted by the understanding of the written text. In this research, a didactic sequence is proposed for teacher education, carried out in the Early Childhood and Primary Teacher Education Degrees to reinforce the knowledge of visual narratives through wordless picturebooks. It is based on the use of eight picturebooks, focusing on three different categories: (1) recognition of the different elements of the narrative discourse based on the importance of the central fold; (2) the narration of the passage of time based on the sequence centred on an unaltered space, (3) the identification of a visual narrative with accumulative narrations. Based on their analysis and explanation, seven wordless picturebooks are proposed and are distributed in the same categories to carry out different creative writing activities to confirm the learning of students in teacher training. The selected wordless picturebooks also present different topics and meanings in their illustrations, thus demonstrating their narrative possibilities. The selection of these books and the reasons for their inclusion in this didactic sequence are presented, showing that wordless picturebooks are a suitable tool for literary education.

Audio description as a didactic tool in the foreign language classroom: a pilot study within the TRADILEX project

Research on didactic audiovisual translation (AVT) has delivered fruitful results in the last decade and is gaining increasing attention in academia. The term “didactic AVT” was coined by Talaván (2020) to refer to the active application of different AVT modes in the foreign language classroom. Although subtitling and dubbing are the two AVT modes that have traditionally received more attention, research on other less popular modes, such as audio description (AD), subtitles for the deaf and hard of hearing (SDH) or voice-over are gaining momentum. In this paper, the results of a pilot study for an AD didactic sequence for the B1 level will be presented. This pilot study has been carried out within the TRADILEX project, a R&D+i project funded by the Spanish Ministry of Science and Innovation (2020-2023), which aims to perform quasi-experimental research to determine the degree of improvement in English as a foreign language (EFL) after the implementation of a methodological proposal that integrates different AVT modes. Using a mixed-method methodology that combines quantitative and qualitative data obtained from different data sources, the preliminary conclusions drawn bring to light that there are signs of improvement in the students’ production skills. This could confirm a possible relationship between the use of AD in the foreign language classroom.

Study of Round Bodies: Conceptions and Praxis of a Didactic Sequence in Light of Guy Brousseau’s Theory

Background: Guy Brousseau’s theory of didactic situations has been considered an apparatus for the methodological structuring of didactic sequences configured in didactic and adidactic situations. Objectives: To investigate the contributions of the theory of didactic situations to the study of round bodies, focused on a praxis that meaningfully consolidates knowledge for the students. Design: We propose solving problem situations concerning the calculus of surface areas and volumes of round bodies using Cavalieri’s principle and Pappus’s theorems. Setting and participants: The research was conducted with two high school third-grade classes of a state institute of education located in the municipality of Júlio de Castilhos, RS, Brazil, with the participation of 25 students. Data collection and analysis: It was carried out through activities developed in the classroom and feedback given through Google Classroom. It was subsidised by the documental transcription of students’ records. Results: The research indicated that the didactic sequence development favoured intellectual autonomy and meaningful learning about the object of knowledge. Conclusions: The theory of didactic situations provided important subsidies for didactic organisation and analysis of the knowledge consolidation process involving the study of round bodies, indicating its application in the study of other mathematical objects in high school and higher education.

Viajamos al mundo exterior: herramienta didáctica para gamificar las Ciencias Sociales en Educación Primaria

Gamification is a growing active methodology that consists of using game elements and techniques in non-game environments, such as education, in order to increase the interest of students and, therefore, improve their learning process. We travel to the outside world is a gamification ICT resource that aims to support teachers, families and students in the teaching-learning process of Social Sciences (specifically the Outside World) for 3rd year Primary School students whose main difficulties are the lack of motivation of the student and the lack of scientific training of the teaching staff. In its design,all curricular aspects have been taken into account in accordance with current legislation and the elements of gamification have been defined. Starting from a news item in which our protagonist, Max, asks for help to fight the Guca family that wants to conquer all the planets, a series of challenges havebeen designed in which the students will obtain points that can be exchanged for individual and group rewards and go up a level. The design of the complete didactic sequence is presented, proposed to be carried out in 10 sessions, where the evaluation system is included.

NAO robots as context to teach numerical methods

This article examines the contextual role that NAO humanoid robots play in the learning environment of a numerical methods course through a design-based research approach. Under the design of intentional and reflective planning that emanates from the socio-critical paradigm in education, the feasibility of using this type of robot in the classroom as a motivation element to engage students in understanding numerical analysis issues is addressed. In particular, the active learning of engineering students is achieved by studying such robots' forward and inverse kinematics. The didactical sequence to teach the generalized Newton–Raphson method for solving non-linear equation systems is validated as part of a Hypothetical Learning Trajectory proposed. Besides, this research provides a brief theoretical discussion on reflection-in-action of the teacher of Higher Education level.

An Analysis of the Variables Influencing the Selection of Active Methodologies

Transferring a pedagogical proposal from a face-to-face environment to a virtual one is not an automatic conversion. It requires a thorough instructional design and the appropriate methodology. The main purpose of this study is to analyze the variables that influence the selection of an active methodology mediated by information and communication technologies for the design of a didactic sequence developed in a digital environment. We have worked with a sample of teachers who have participated in a training experience in which they have built a didactic proposal for a digital environment, selecting an active methodology from a reflective dynamic based on objective criteria. The study shows that there is a positive association between the year the course was taken, the sex of the participants and the stage where the participants work, and the chosen methodology. Finally, the area of knowledge taught is not a determining factor. It is concluded that regardless of the methodological selection, teachers tend to value the didactic component training over the instrumental one, although it is decisive that the training deals with technology, but from a techno pedagogical perspective.

Reflections of future kindergarten teachers on the design of a mathematical instruction process didactic sequences with the use of robots

The purpose of this study is to analyze the reflections of future kindergarten teachers when designing didactic sequences with the use of the bee-bot robot. A qualitative methodological design was followed to achieve this objective, collecting the data through a written record prepared by the participants from collaborative work. A total of 25 future teachers participated, forming six working groups. The data were analyzed with the content analysis technique, considering the criteria of didactic suitability–epistemic, cognitive, interactional, mediational, affective, and ecological–and their respective components. The results suggest that at the moment prior to the design of the didactic sequences, the reflections of the groups of future teachers are related only to some criteria, while, in the design of the proposed teaching and learning process, the units of analysis were related to all six criteria. With the results obtained, it is concluded that a future implementation and observation of the design of didactic sequences by the participants would allow the participants to consider more components of the criteria when reflecting. In addition, it is concluded that training that contemplates the criteria of didactic suitability, would also allow future teachers to deepen their reflections, guiding them with these tools.

TEORIAS DA APRENDIZAGEM E DA EDUCAÇÃO COMO REFERENCIAIS EM PRÁTICAS DE ENSINO: AUSUBEL E LIPMAN

Os Mestrados Profissionais - especialmente aqueles na área de Ensino e, em particular, o Mestrado Nacional Profissional em Ensino de Física (MNPEF) - têm feito, em suas dissertações, amplo uso de referenciais teóricos que possam dar consistência aos produtos educacionais que são confeccionados como exigência para a conclusão do curso. Entretanto, de modo geral, esses referenciais teóricos raramente são considerados de maneira estrita nos próprios trabalhos, sendo, algumas vezes, até mesmo impossível divisá-los nas metodologias e nas sequências didáticas que lhes dão forma. Esse fenômeno pode estar associado ao fato de que muitos desses referenciais teóricos são calcados em Teorias de Aprendizagem, desenvolvidas no âmbito da Psicologia da Educação, estando, assim, estruturalmente muito amplos e distantes da prática de sala de aula, que são o foco dos produtos educacionais. Neste trabalho, revisamos essa questão, propondo que qualquer Teoria de Aprendizagem deve ser acompanhada de uma Teoria da Educação, de modo a fazer as necessárias conexões com a sala de aula. Como estudo de caso, é apresentada uma relação entre uma Teoria de Aprendizagem, desenvolvida por David Ausubel, e uma Teoria da Educação, desenvolvida por Mathew Lipman, mostrando suas interconexões e como uma articulação entre ambas pode gerar um referencial teórico muito mais robusto e concretizável.

Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in biology at high school

The learning process for a Biology topic regarding organisms and animal kingdom diversity was investigated through an innovative Interactive Didactic Sequence (IDS) which integrated the idea of “concept maps” with the Hermeneutic-Dialectic Circle (HDC). HDC is a tool for data collection and a reference for pluralist-constructivist thinking, considered a form of fourth-generation evaluation. Hofstede's cultural dimensions were also integrated into the investigation in order to facilitate mediation in an evaluative context. Students' performances (N = 25) from a São Paulo-Brazil public school were statistically evaluated. Their cultural profile was determined via the Hofstede Value Survey Model 1994 questionnaire. The elaborative process of arranging concept maps was individual (CM-individual) and integrated with HDC in groups (CM-HDC). Concept map assessment methods were based off existing literature. An improvement in students' performances (p < 0.05) that presented concept maps integrated to HDC in a more complex structure when compared to individually-built maps was observed. Employment of HDC helped form motivational/interactive dialogues between students and teachers, which, in turn, assisted in achieving greater learning through the use of concept maps. The application of the fourth-generation evaluation was improved via knowledge regarding students' cultural profiles.

SEQUÊNCIAS DIDÁTICAS PARA UMA EDUCAÇÃO INCLUSIVA: PROPOSTAS PARA O ENSINO DE FÍSICA E DE LÍNGUA PORTUGUESA

The article presents two proposals for didactic sequences (SD) for Basic Education, Physical and Portuguese Language disciplines, focusing on working with students with autistic spectrum, but in a regular classroom environment shared with other students, encouraging the organization of classes that promote inclusion in the school environment. The process of elaborating the SD is based on the experience of the researchers in the exercise of teaching, although the proposals still lack application and, naturally, adapted to the reality of the classes. The Physics SD focuses on the second year of high school, with a forecast of six classes. The Portuguese Language SD was planned to occupy five classes, focusing on the final years of elementary school. It is expected that the proposal will contribute to the daily work of teachers and encourage them to organize activities that promote innovation and inclusion (in fact) in their pedagogical practices.

SEQUÊNCIA DIDÁTICA: MOVIMENTO RETILÍNEO UNIFORME E MOVIMENTO RETILÍNEO UNIFORMEMENTE VARIÁVEL

There is a big problem in the teaching of physics, especially when it comes to movements. Contextualizing the everyday life of students makes teaching physics more accessible. The movement part involves many mathematical formulas and at this stage of learning students are facing a new language in their lives, physics. This involves a lot of math, logical reasoning and text interpretation. And that's why it's not an easy task for students to learn the discipline. The present study aims to build a Didactic sequence (DS) for teaching the topics of Uniform Rectilinear Motion and Uniformly Variable Rectilinear Motion. The methodology imposed in the SD is from the theory of the Three Pedagogical Moments of Delizoicov and Angotti (1990). The research results are in the course of the study

Co-design of a Teaching-Learning Sequence to AddressCOVID‑19 as a Socio‑scientific Issue in an Infodemic Context.

In the post-truth era, one challenge facing science education is the circulation of fake news that distorts the information available for decision-making on issues that have a scientific basis and are controversial for society. In this work, we aimed at designing a learning environment with the objective of equipping students with skills that allow them to deal with socio-scientific issues (SSI) in an infodemic context. To this end, we proposed an educational innovation through design-based research, which was oriented to the treatment of information disseminated in the media and social networks related to COVID-19. We divided this information into four major constructs: virus and disease dynamics; pandemic and environmental crisis; hygiene and protocols; and vaccines, potential solutions, and pharmaceutical industry. On the basis of the activities of the didactic sequence, which included class discussion, interviews with the immediate environment, audiovisual productions, and a final plenary, we identified criteria that students applied to trust or not trust the circulating information and a series of strategies to corroborate the information. In addition, framing COVID-19 as an SSI allowed the discussion of curricular content in science and on sociocultural dimensions that cross the pandemic. Based on the implementation of the teaching–learning sequence, we conclude that the proposed activities favored reflection on critical thinking and awareness of the responsibilities they have as potential disseminators and/or generators of information.

Tecnologias assistivas e a aprendizagem significativa no ensino de química para alunos surdos

This research evaluated the use of assistive technologies in the construction of previous organizers in Chemistry Teaching for a deaf student in the 3rd year of high school, from a state school in Boa Vista, Roraima, Brazil. A didactic sequence based on meaningful learning was organized to address the content of oxygenated functions with the deaf student, and to evaluate the learning process using a Portuguese text-to-lbs translator app. Attention was focused on assistive technology due to the various possibilities of use, which can be used as an aid to the teacher in the absence of a Libras Interpreter Translator (TIL). The results showed that the use of the application combined with teaching strategies that consider the specificities of these students and based on an educational theory, is an element that enhances pedagogical practices, in the construction of strategies and resources aimed at the cognitive development of students, whether they deaf or not.