Real School Research Articles

Studying the Oobleck with video-analysis

We propose a semiquantitative experiment that associates video-analysis and ordinary procedures of experimental physics whose objective is to investigate the dual character of Oobleck, a mixture of cornstarch in water, which appears thicker or thinner depending on how it is physically manipulated. The results are presented and interpreted taking into account a macroscopic model present in the literature. The experiment is easily replicable in the most diverse school realities and it may be useful do discuss many fundamental physics concepts.

Prawa dziecka we współczesnej szkole – doświadczenia studentów pedagogiki

<p>Pomimo ratyfikacji przez Polskę Konwencji o Prawach Dziecka, a także szeregu dokumentów regulujących funkcjonowanie systemu oświaty w naszym kraju, szkolna rzeczywistość w kontekście urzeczywistniania praw dzieci – uczniów – pozostawia wiele do życzenia. Pewnego obrazu tej kwestii dostarczają zaprezentowane w artykule badania. Przeprowadzono je wśród studentów pedagogiki Uniwersytetu Rzeszowskiego, wykorzystując autorski kwestionariusz ankiety. Badani studenci optymistycznie odnosili się do urzeczywistniania w polskich szkołach praw dziecka, uznając je za generalnie realizowane. Wyrażali przekonanie, że polskim dzieciom gwarantuje się prawo do nauki, edukacji. W naszym kraju respektuje się zasadę powszechności i bezpłatności nauczania, równości w dostępie do oświaty, a także prawo do uznania i zachowania w trakcie nauki szkolnej tożsamości narodowej uczniów. Natomiast prawo do wyrażania swoich opinii, do szacunku dla własnych poglądów dziecka częściej było uznawane za nierealizowane niż realizowane, prawo zaś do swobody wypowiedzi i informacji niewiele częściej za realizowane niż nierealizowane. Jako dość pozytywne można ocenić doświadczenia studentów związane z ich prawami jako uczniów – w przeszłości. Wszystkie przedstawione im prawa częściej uznawali za realizowane niż za nierealizowane. Podawali jednak przykłady łamania ich uczniowskich praw (w przeszłości), zwykle przez nauczycieli. Szkoły, do których uczęszczali w przeszłości obecni studenci pedagogiki, raczej niewielką rolę odegrały w zakresie ich edukacji dotyczącej praw dziecka. Z przeprowadzonych badań wyłania się obraz szkoły, w której zdarzają się przypadki naruszania praw dzieci przez osoby powołane do ich realizacji – nauczycieli, a prawo do wyrażania własnego zdania, szacunku dla jego poglądów jest najczęściej naruszanym, a równocześnie najbardziej pożądanym, dobrem.</p>

Zachowania agresywne uczniów wobec nauczycieli katechezy

<p>Współczesna szkoła zmaga się w wieloma problemami wychowawczymi. Coraz częstsze przypadki zachowań agresywnych w środowisku szkolnym oraz prężna dynamika ewolucji agresji pod kątem jej kierunku oraz przejawów sprawia, że nie można przejść obojętnie wobec tego problemu. Coraz częściej obiektem zachowań agresywnych staje się nauczyciel, m.in. katecheta. Określenie skali takich zachowań uczniów wobec nauczycieli jest dość trudne z uwagi na to, że wielu pedagogów nie ujawnia takich sytuacji. Celem artykułu jest zwrócenie uwagi na sytuację nauczycieli katechezy w aspekcie zachowań agresywnych uczniów. Artykuł stanowi prezentację badań własnych, które obrazują fragment rzeczywistości szkolnej w kontekście przejawów zachowań agresywnych uczniów wobec katechetów.</p>

Representações sociais da ressocialização através da Educação: a prisão pode constituir-se em espaço educativo?

Este artigo deriva de pesquisa realizada com 80 sujeitos, em dois presídios masculinos do Rio de Janeiro, com o objetivo de identificar representações sociais da ressocialização por meio da educação. Apresentamos aspectos relacionados à percepção da escola e a uma representação social que emergiu na análise dos dados coletados: a de “enquadramento”, uma série de atitudes e pensamentos que permitem a sobrevivência no interior do presídio. Concluímos afirmando três necessidades imperativas: a construção de uma concepção de educação prisional não como benesse, mas como direito cidadão; o investimento material e humano nos espaços educativos situados em ambiente prisional; e a existência de uma verdadeira escola de ressocialização. Esta escola não pode ser representada como derivada do “enquadramento” dos presidiários, mas atuar para o mundo externo e promover a constituição de redes de apoio no contexto “extra muros”, contemplando também as famílias dos presidiários.

Análisis de la competencia digital docente del profesorado de colegios rurales agrupado de la provincia de Albacete

La transmisión de la cultura digital es uno de los retos más destacados del actual sistema educativo. La Unión Europea se plantea a través de la Estrategia Europa 2020 mejorar la accesibilidad, el uso y la calidad de las Tecnologías de la Información y de la Comunicación (TIC) en las zonas rurales. Para que ello sea posible, se precisan de recursos materiales y profesionales digitalmente competentes. En este estudio se pretende conocer la realidad que viven las escuelas rurales, de la provincia de Albacete, en lo que respecta a la calidad de la TIC, los recursos disponibles y las competencias digitales de sus docentes. Para ello, se ha empleado una metodología descriptiva y se ha utilizado el cuestionario como instrumento de recogida de información. Los resultados demuestran que las intenciones políticas no concuerdan con la realidad encontrada en nuestros datos. Las infraestructuras tecnológicas carecen de la calidad suficiente que posibiliten un acceso a internet de forma segura y eficaz. Por otro lado, los docentes que desempeñan su labor en estos centros hacen un uso limitado de las tecnologías en estas aulas, caracterizadas por ser multinivel, debido a la falta de formación en competencias digitales. The transmission of digital culture is one of the most important challenges of the current education system. The European Union proposes, through the Europe 2020 Strategy, to improve the accessibility, use and quality of Information and Communication Technologies (ICT) in rural areas. For this to be possible, digitally competent material and professional resources are required. This study aims to know the reality of rural schools in the province of Albacete, in terms of the quality of ICT, the available resources and the digital skills of their teachers. For this, a descriptive methodology has been used and the questionnaire has been used as an information collection instrument. The results show that the political intentions do not match the reality found in our data. Technological infrastructures lack sufficient quality to enable internet access in a safe and efficient way. On the other hand, teachers who carry out their work in these centers make limited use of the technologies in these classrooms, characterized by being multilevel, due to the lack of training in digital skills.

Principals’ voices pertaining to shared sense-making processes within a generally-outlined pedagogical reform implementation

ABSTRACT This qualitative study explores school principals’ perceptions and enactments of shared sense-making processes during a generally-outlined pedagogical reform, i.e. a broad-policy reform allowing educators to exercise their discretion in meeting its pedagogical goals, aiming to inquire what makes such processes critical to schools’ collective efficacy within reform implementation. Interviews with 25 high school principals implementing this reform in state and religious-state schools produced data, whose analysis yielded two major themes and sub-themes: (1) Communicating a shared vision: (a) a shared pedagogical vision; (b) a shared values-based vision; (c) a shared vision of pedagogical bluff; and (2) Strengthening school collective efficacy: (a) facilitating a collaborative instructional culture; (b) adjusting school reality toward instructional focus. A shared sense-making process offers a beneficial framework for principals and teachers collectively navigating complexity and uncertainty, while implementing ambiguous pedagogical policy demands within their unique contexts.

O TRATO COM O CONHECIMENTO DA GINÁSTICA EM CLASSES MULTISSERIADAS: APONTAMENTOS DA PEDAGOGIA HISTÓRICO-CRÍTICA E DA METODOLOGIA DO ENSINO DA EDUCAÇÃO FÍSICA CRÍTICO-SUPERADORA PARA O CURRÍCULO DAS ESCOLAS PÚBLICAS

O texto tem como objetivo identificar as contribuições teórico-metodológicas da Pedagogia Histórico-Crítica (PHC) e da Abordagem Crítico-Superadora (ACS) para o trato com o conhecimento da Ginástica, em classes multisseriadas, nas escolas públicas do campo. Partindo da realidade concreta das escolas que estão sendo fechadas em decorrência da aplicação da política baseada em ajustes estruturais e da negação sistemática do acesso ao conhecimento clássico, na disciplina Educação Física, para os estudantes do campo, estamos apresentando elementos teórico-metodológicos advindos da PHC e da ACS para subsidiar o trabalho educativo e suas possibilidades superadoras no trato com o conhecimento da Ginástica.

Percepção ambiental de alunos do ensino fundamental no município de Tupanciretã/RS

A Educação Ambiental aguça os meios de percepção e compreensão de fatores que incitam a preservação ambiental, valores que conduzem a preservação ambiental e melhoria do meio em que vivemos. Com o objetivo de avaliar a percepção ambiental de alunos de ensino fundamental de duas escolas, em Tupanciretã/RS. A análise foi baseada em um questionário, sendo posteriormente feita a análise relativa às respostas. Os alunos conhecem os problemas ambientais no Município e do ambiente escolar, têm consciência da importância da mudança de atitudes e hábitos e percebem a importância de se trabalhar a Educação Ambiental a partir da realidade escolar.

Desenvolvimento, sustentabilidade e ambiente na visão de professores de Ciências do Município de Codajás- AM

O ensino de ciências permite uma compreensão mais ampliada por meio das observações e análise das problemáticas locais que envolvem a realidade escolar (VASCONELOS, 2016). O objetivo deste estudo foi compreender relações entre temas socioambientais e o ensino de ciências escolar no sentido de alcançar o letramento científico. Para isto, usou-se o método exploratório descritivo (VERGARA, 2009; GIL, 2010) que favorece a aproximação com o objeto estudado e contempla a pesquisa empírica. Foram realizadas as seguintes atividades: 1) pesquisa bibliográfica; 3) entrevista semiestruturada com professores de ensino fundamental maior. O estudo das unidades empíricas e teóricas favoreceram uma análise textual discursiva com os contextos que o referencial teórico situa. A resposta dos professores foram analisadas e organizadas de acordo com as categorias citadas por Reigota (2010), são elas: naturalista, globalizante e antropocêntrica.

Language ideologies in multilingual Tanzania: parental discourses, school realities, and contested visions of schooling

ABSTRACT Language ideologies shape ways in which different learners’ linguistic repertoires are positioned as resources or problems, with significant implications for educational access and equity. In Tanzania, tensions between the national language of Kiswahili and high-status English have given rise to two parallel schooling systems, while 130+ local languages are effectively muted in formal schooling. This comparative study explores how Maa (Maasai language), Kiswahili, and English are discursively constructed by parents and teachers at one Kiswahili-medium government school and one English-medium private school in a predominantly Maasai community in northern Tanzania, and examines how these languages are positioned pedagogically at both schools. Education for Self-Reliance (Nyerere 1967/2004. “Education for Self Reliance.” In Nyerere on Education/Nyerere Kuhusu Elimu, edited by Elieshi Lema, Marjorie Mbilinyi, and Rakesh Rajani, 67–88. Dar es Salaam: E&D Limited) and Duchêne and Heller’s (2012. Language in Late Capitalism: Pride and Profit. New York: Routledge) work on ‘pride and profit’ provide theoretical lenses. Findings show that parents’ strong appreciation for multilingualism contrasts with schools’ monoglossic ideologies; discourses of nationalism and identity vary dramatically depending on parents’ educational background; and Maasai language and culture are constructed unambiguously as problems in schooling. The linguistic, ideological, and cultural divide between home and school, and between respective schools, is problematised. This paper addresses implications for debates on language education in Tanzania and beyond, exploring possibilities for pluralistic ideologies of nationalism that create space for multilingual and multicultural resources.

The Power of Transformation.

Adam Clulow remembers his first introduction to virtual reality in high school, back in VR’s original clunky days, when the technology just was not there yet. Crude lo-fi polygons morphing around in space did not do it for him, so he often dreamed of the day when technology would enable teachers to transport students back to ancient times and make history much more fun to learn. “I thought one day we’re going to be there in a world, when, myself as a history professor or a history teacher, in 30 years time, is going to be able to put students in the Pyramids, or in Angkor in the 13th century,” Clulow said. Now that such technologies exist, and thanks to Clulow and his years-long collaborator Tom Chandler, their Virtual Angkor project (see cover image and Figures 1, 2, and 3) recreates the sprawling Cambodian metropolis of Angkor Wat several hundred years ago. Clulow writes books and teaches Asian history at the University of Texas at Austin while Chandler sets up shop at Monash University in Melbourne, Australia, where he lectures in the Faculty of IT and coordinates the faculty’s Interactive Media major. Together, Clulow and Chandler discuss the details of Virtual Angkor in this issue’s Art on Graphics section.

Beliefs and practices of secondary teachers crossing subject boundaries to teach mathematics out-of-field

Out-of-field teaching of mathematics is a reality in many secondary schools in the world. The incidence of out-of-field teaching generally occurs in low socio-economic communities and, in Australia, in schools located in rural and remote locations. The theory of boundary crossing enables positive perspectives of teaching out-of-field to be explored. In this paper, we explore changes in out-of-field mathematics teachers’ beliefs and practices about teaching mathematics over 3 years and the way in which their in-field teaching influenced and was influenced by their out-of-field mathematics teaching. Out-of-field teachers from schools in three Australian states participated in the study. The findings show that initially the majority of these teachers held instrumentalist beliefs about the mathematics discipline and its teaching and learning. Those who continued to teach mathematics out-of-field beyond the first year of the study presented evidence of some shifts in their beliefs about the teaching and learning of mathematics by including more student-centred or problem-solving approaches. Exploring the factors that enable continuity of discourse across subject boundaries is important not only for supporting and retaining teachers of mathematics in schools with a high incidence of out-of-field teaching but also for fostering interdisciplinary approaches to teaching and learning.

ELT MATERIALS FOR BASIC EDUCATION IN BRAZIL: IS THERE ROOM FOR AN ELF-AWARE PRACTICE?

<span lang="EN-US">It is a fact that ELT practices around the world have historically been </span><span lang="EN-US">ENL-oriented and inner-circle emulating. It is also a fact that such <em>status quo</em> has been overtly challenged in many contexts. Despite signs of resistance and the chronic lack of dialogue between Academia and school realities, it is plausible to say that ELF and its research findings are slowly gaining ground in regular ELT classrooms, especially due to the inclusion of ELF-related issues in teacher education programs, both at pre-service and in-service levels. This article is based on a brief study conducted in a pre-service teacher education program at Bahia Federal University (UFBA), Salvador, Brazil, whose objective was to</span><span lang="EN-US"> analyze how a few English textbooks approved by the </span><span lang="EN-US">National Textbook Program (<em>Programa Nacional do Livro Didático</em>) for local public high schools are linguistically, methodologically, and ideologically conceived, and to what extent their activities were adaptable to an alternative ELF-aware orientation. It then aims to share and discuss some of the results of the referred study, including examples of activities, assuming that an ELF-aware pedagogy in EFL-oriented contexts is perfectly viable, even when departing from pre-existing materials which already take into consideration features of the local reality and how English can be realistically used by these specific speakers.</span>

Limites e possibilidades das temáticas f�sico-naturais na Base Nacional Curricular Comum: analisando os anos finais do ensino fundamental

O objetivo do trabalho é compreender a operacionalização dos modos de racioc�nio (JO e BEDNARZ, 2009) e habilidades de pensamento (ANDERSON e KRATHWOHL, 2001) na produção dos conceitos espaciais ligados às temáticas f�sico-naturais, considerando as habilidades previstas na BNCC para os anos finais do ensino fundamental. Tais análises permitiram concluir que as temáticas f�sico-naturais privilegiam n�veis de compreensão e processamento no campo das operações de racioc�nio, bem como a exploração de conceitos espaciais complexos. Ao final, verifica-se a necessidade de resgatar a observação como habilidade primária de produção do conhecimento geográfico, de modo a resgatar a ideia de situação geográfica na direção da produção de sentidos significativos para as temáticas f�sico-naturais em múltiplas realidades escolares.
 Palavras-Chave: racioc�nio geográfico; ensino de geografia; curr�culo; ensino fundamental II.

O mal-estar docente no ensino de física: perspectivas e desafios

Este trabalho teve como principal motivo de sua realização descrever os principais problemas enfrentados pelos professores, principalmente os de rede pública e mostrar a importância deste tema já que interfere na qualidade do ensino dos alunos e aprofundar um trabalho já realizado anteriormente. Portanto, a realidade escolar no ensino de física enfrenta sérios problemas como desinteresse dos alunos, a desmotivação e mal-estar docente na área, em que é bastante afetada pelas péssimas condições de trabalho, por profissionais mal remunerados e a péssima infraestrutura das instituições, uma forma mecânica de ensino levada pela falta de equipamentos e laboratórios. O objetivo principal ao longo deste trabalho é apontar as principais dificuldades enfrentadas no ensino de física, o que leva ao mal-estar docente que consequentemente interfere na educação, causando o afastamento dos profissionais ou interferindo na qualidade do ensino. E a partir de uma pesquisa bibliográfica desenvolver ou incentivar a criação de novas perspectivas para o ensino contribuindo tanto para o desenvolvimento do aluno quanto do professor. No entanto, o ensino pode contribuir de forma significativa, através de formas mais eficientes para ministrar a disciplina por melhores condições de trabalho, para isso são necessárias a implementação e a utilização de laboratórios e equipamentos adequados, para que o profissional não trabalhe somente em sala de aula com teorias e memorização de fórmulas, mais também em horários extraclasse, como pesquisas científicas e realização de experimentos.

O espaço reservado à formação de professores em uma Comunidade Kaingang

O artigo tem como objetivo a reflexão acerca da formação de professores que trabalham em escolas indígenas. Assim, buscaremos por meio de questionários apresentados a professores de uma escola localizada em uma comunidade indígena, no município de Redentora, no Rio Grande do Sul, e por meio de estudos bibliográficos, responder como esses obtêm a formação docente, quais os momentos em que foram exigidos a eles uma formação específica, quais são as prioridades do ensino indígena principais e de que maneira a língua portuguesa é trabalhada nessa escola. A partir das entrevistas realizadas, pretendemos verificar se o que determinam os documentos oficiais é de fato posto em prática na realidade escolar.

Estágio supervisionado e pesquisa: limites e possibilidades

O presente trabalho tem como objetivo relatar a pesquisa realizada no âmbito das experiências na condução do Estágio supervisionado no Curso de Licenciatura em Física do Instituto Federal de Educação, Ciência e Tecnologia do Tocantins - IFTO – Campus Palmas e refletir sobre o desenvolvimento do Estágio e da relação entre teoria e prática na formação de Professores. Sendo este um espaço de formação e desenvolvimento de habilidades necessárias à prática docente do futuro professor/pesquisador, por meio da observação, da participação e da regência como partes das ações pedagógicas. A formação do professor é assunto amplamente discutido nas instituições de ensino, principal motivador para desenvolvimento das metodologias da condução da disciplina de Estágio supervisionado. Investigou-se a relevância da articulação das componentes curriculares para a formação docente, no Estágio supervisionado como meio de aproximação elaborada da realidade escolar, a partir de projetos de intervenção nas modalidades de Ensino Médio regular e Educação de Jovens e Adultos. Observou-se a importância de uma postura crítica da prática pedagógica, na utilização dos métodos de pesquisa para formação integral do futuro professor/pesquisador.

Investigating Modality, Redundancy and Signaling Principles with Abstract and Concrete Representation

This study explored the effects of modality, redundancy, and signaling principles in multimedia learning with abstract and concrete representations of an animation on learning in real middle school settings. Based on these principles of the cognitive theory of multimedia learning, ten types of treatment conditions were tested with a pre-test and post-test quasi-experimental design. Data were collected from a large sample (n=826) sample of children with low prior electricity knowledge. Analyses showed that all treatments helped students to develop knowledge of the topic to some extent. However, while the modality effect holds true for middle school students’ studying electricity units with a multimedia instruction in real school settings, the signaling and redundancy principles do not hold true. The study also investigated interactions among prior science scores, prior knowledge about the topic, and multimedia treatments. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the last section.

MTSS: Learn from Multiple Domain Teachers and Become a Multi-Domain Dialogue Expert

How to build a high-quality multi-domain dialogue system is a challenging work due to its complicated and entangled dialogue state space among each domain, which seriously limits the quality of dialogue policy, and further affects the generated response. In this paper, we propose a novel method to acquire a satisfying policy and subtly circumvent the knotty dialogue state representation problem in the multi-domain setting. Inspired by real school teaching scenarios, our method is composed of multiple domain-specific teachers and a universal student. Each individual teacher only focuses on one specific domain and learns its corresponding domain knowledge and dialogue policy based on a precisely extracted single domain dialogue state representation. Then, these domain-specific teachers impart their domain knowledge and policies to a universal student model and collectively make this student model a multi-domain dialogue expert. Experiment results show that our method reaches competitive results with SOTAs in both multi-domain and single domain setting.

Into the Field With Foundations: Social Foundations of Education and University/Public School Partnerships

Historically, the knowledge, critical skills, and dispositions to be learned in educational foundations courses are explored within the confines of university classrooms, disconnected from the messy and complex realities in local public schools. Because the vast majority of university students in education courses are white and middle to upper-middle class, it is often difficult for them to see beyond their own experiences in school and understand the experiences of students who are members of marginalized or disenfranchized groups. This was the impetus for developing a model of place-based learning for university students—a model to help them develop stronger and more meaningful connections between theory and practice, a stronger sense of familiarity with students and teachers in the local community, and to give them hands-on experience building the trusting relationships with young people that are essential for deep learning. The partnership study described in this paper was intended to help students more deeply understand and apply concepts and theories being taught in a social foundations of education course, thereby shedding light on systemic inequalities that often exist within public schools.