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Search Results: 1 - 10 of 83039 matches for " Osmar Henrique Moura da Silva "
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Circumstantial Indications Emitted by the Teacher during Discursive Activity  [PDF]
Carlos Eduardo Laburú, Osmar Henrique Moura da Silva, Marcelo Alves Barros, Andreia de Freitas Z?mpero
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.88095
This study makes use of a reading of Prieto’s semiotics with the aim of shedding light on semiotic elements that occur during the discursive process in the classroom. Taking as reference an overview of this author’s theories in the context of science education, the paper focuses on the semiotic element of circumstantial indications. Circumstantial indications are a collateral and not always explicit type of sign in the teacher’s communication that assist the meaning of messages conveyed by signals. Compared with indications, signals are signs transmitted explicitly and openly that constitute the main axis of the discourse. In the course of classroom communication, teachers emit circumstantial indications in parallel with the transmitted signals. The signals refine the understanding of the messages of the scientific concepts being taught in order to make them more meaningful. This study investigates one Physics teacher’s class in a lab in which an empirical activity is guided at various moments through discursive activity based on problem-solving methodology. The paper identifies and qualifies some types of circumstantial indications emitted by the teacher, contextualizing their role in the discursive process during teaching.
O laboratório didático a partir da perspectiva da multimodalidade representacional
Laburú, Carlos Eduardo;Silva, Osmar Henrique Moura da;
Ciência & Educa??o (Bauru) , 2011, DOI: 10.1590/S1516-73132011000300013
Abstract: this work gives continuity to the existent reflections in the literature of scientific education area that suport considerations about the function carried out by the didactic laboratory in the science teaching. when placing didactic laboratory in a semiotic perspective, based on the referential of the multi-modal representations, it is defended the importance of that space in the school for appropriation, consolidation and improvement of the scientific concepts. the experimental action on and with the objects of the natural world and implicated instrumentation it is here pondered as a representational modal that should compose the multi-modal representations spectrum in teaching with the objective to making the speech and scientific ideas integrated and significant.
Um estudo dos avan?os conceituais dos estudantes sobre calor e temperatura decorrentes da aplica??o de uma estratégia de ensino inspirada na teoria de Lakatos
Moura da Silva,Osmar Henrique; Nardi,Roberto; Laburú,Carlos Eduardo;
Revista electr?3nica de investigaci?3n en educaci?3n en ciencias , 2010,
Abstract: we report here a study about the application of a formal teaching strategy about heat and temperature concepts applied among high school students. the strategy belongs to a research trend which deals with epistemological analogies and has an innovative character related to the students' preparation for rational debates between conceptions and/or rival theories, using didactical rational reconstruction (drr) which aims to help scientific concepts rational learning. we investigate the outcomes of this preparation and students' conceptual development, analyzed through a qualitative-interpretative methodological approach.
Inser??o de componentes históricos e filosóficos em disciplinas das ciências naturais no ensino médio: reflex?es a partir das controvérsias historiográficas entre Kuhn e Lakatos
Silva,Osmar Henrique Moura da; Laburú,Carlos Eduardo;
Revista electr?3nica de investigaci?3n en educaci?3n en ciencias , 2010,
Abstract: the incorporation of historical and philosophical elements in disciplines of natural sciences of the high school has been reaching defended in the specific literature and critics improved visions concerning the use of the history and philosophy of the science (hfc) for didactic ends. in that sense, the discussions are important since ponder influences in the orientation of curricula of significant portion of the undergraduate teaching. worrying about such discussions, this study put reflections about de historiographies controversies among kuhn and lakatos whose educational implications allow support to a tendency of the use of hfc as resources not to obtain completely authentic historical reconstructions, but to favor intentions of to develop and to project didactic solutions in that the pedagogy doesn't need to submit itself to the history.
O desenho como mediador representacional entre o experimento e esquema de circuitos elétricos
Franzoni,Gilberto; Laburú,Carlos Eduardo; Moura da Silva,Osmar Henrique;
Revista electr?3nica de investigaci?3n en educaci?3n en ciencias , 2011,
Abstract: this article presents results of an investigation structured from multimodal representational principles in which drawing is used as mediatory activity to solve conceptual problems of high school students' learning when they pass in the experimental way for the conventional schemes used in electric circuits. the modal representation based on drawing allowed to open an initial space of dialogue for establishment of meanings linked to the content of electric circuits and it was later formalized with the official schematic language. in compatibility with the multimodal referential founds indicate that the mediation through drawing transforms it in a kind of representational bridges that facilitates the learning of the schemes and scientific contents in the study of electric circuits.
O desenho como mediador representacional entre o experimento e esquema de circuitos elétricos
Gilberto Franzoni,Carlos Eduardo Laburú,Osmar Henrique Moura da Silva
Revista electr?3nica de investigaci?3n en educaci?3n en ciencias , 2011,
Abstract: Este artigo apresenta resultados de uma investiga o estruturada a partir dos princípios da multimodalidade representacional em que o modo desenho é empregado como atividade mediadora para solucionar problemas conceituais de aprendizagem de estudantes do ensino médio quando passam do modo experimental para os esquemas convencionais usados em circuitos elétricos. O modo de representa o por desenho permitiu abrir um espa o inicial de diálogo para estabelecimento de significados ligados ao conteúdo de circuitos elétricos e que posteriormente foi formalizado com a linguagem esquemática oficial. Em compatibilidade com o referencial multimodal os resultados encontrados indicam que a media o através do desenho transforma-o em uma espécie de ponte representacional que facilita a aprendizagem dos esquemas e conteúdos científicos no estudo de circuitos elétricos.
An alternative time marker for the study of the uniform and uniformly accelerated movements
Osmar Henrique Moura da Silva,Carlos Eduardo Laburú
Semina : Ciências Exatas e Tecnológicas , 2003,
Abstract: This work presents a type of time marker set up with materials of low cost for the study of uniform movements as well as those accelerated by gravitacional force. A mechanism used to measure its frequency is coupled to it in order to find the approximate value of the acceleration of the local gravity. The experiment, that is adapted to be used during a kinematics class, can also be presented by the students at a science fair, for being a stimulating factor as it involves the students’ participation in its construction.
A time marker instrument for kinematics movement studies: a development of previous versions
Osmar Henrique Moura da Silva,Carlos Eduardo Laburú
Semina : Ciências Exatas e Tecnológicas , 2009,
Abstract: This article presents a time marker to study movements in kinematics. It contributes to elaborate a version of time marker which low cost and more efficient in comparison with the marker presented in another work as well as the earlier commercial version.
Multimodes and multiple representations: theoretical frameworks and semiotic perspectives for scientific concepts learning
Carlos Eduardo Laburú,Osmar Henrique Moura da Silva
Investiga??es em Ensino de Ciências , 2011,
Abstract: The nature of the scientific knowledge is necessarily linked to a peculiar type language that uses a variety of representations and several discursive manners to communicate them. To understand that knowledge involves giving significance to those representations. For that perspective, this work highlights some theoretical concepts of the semiotic science with the purpose of accomplishing a reflection regarding the students' difficulties with the scientific representations. The reflections that will be place are based in recent researches that are participating in studies of the mathematical and scientific education, but substantial portion of the theme in focus has been privileged by investigations of the first study area. With that procedure, we firstly have the intention transposing important theoretical reflections of mathematical education area to scientific education, entrusting to be contributing with the conceptual refinement of this last one, as while analytic referential that subsidizes the mathematical education it is shown capable to supply a theoretical panorama equally valid to refine scientific education. With that, we tried to converge two knowledge areas that come practically developing in independent way, making it possible an intellectual enrichment. In a second moment, we still join works of an incipient research area in scientific education that investigates the pedagogic influences that have multi-modal and multiple representations in the construction of the scientific meanings. Besides trying to show a direct continuity with the previous theme, we tried to establish relationships with other concepts and theories of the literature in scientific education. Nevertheless, the essence of the work is to attempting for the semiotic theme as promising field of study to understand the nature of the difficulties of learning of the scientific representations, allowing with its theoretical concepts to bring new light to the problems of the apprentices with the understanding of those representations, as well as being an inspiration point for the elaboration of new pedagogic tools to try to face them.
Multimodos e múltiplas Representa??es, aprendizagem significativa e subjetividade: três referenciais conciliáveis da educa??o científica
Laburú, Carlos Eduardo;Barros, Marcelo Alves;Silva, Osmar Henrique Moura da;
Ciência & Educa??o (Bauru) , 2011, DOI: 10.1590/S1516-73132011000200014
Abstract: the research line in multi-modal and multiple representations is being currently inspiring instruction of actions in the scientific education. starting by the foundations that justify a didactic direction in the light of theses references, this work tries to show that there is compatibility of their foundations with the theory of the significant learning of ausubel, and with the lifted up subjects for the researches that indicate the need to consider the students' subjective diversity present in a classroom. essentially, we tried to argue that the promotion of a teaching through multiple and multi-modal representation is consistent with the plural atmosphere of the existent subjectivities in a classroom and with a significant learning.
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