The ‘Nature of Science’ and the Perils of Epistemic Relativism     

Romero-Maltrana  Diego  Benitez  Federico  Vera  Francisco  Rivera  Rodrigo 《Research in Science Education》2019,49(6):1735-1757

Research in Science Education - There is an increasing demand in the field of science education for the incorporation of philosophical and sociological aspects that are related to the scientific...  相似文献   

The school: Education and alienation     

Luiz Navarro de Britto 《Prospects》1977,7(3):337-350

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Narratives of learning communities in environmental education     

Maria do Carmo Galiazzi  Diana Paula Salomão de Freitas  Cleiva Aguiar de Lima  Cláudia da Silva Cousin  Moacir Langoni de Souza  Rodrigo Launikas Cupelli 《Environmental Education Research》2018,24(10):1501-1513

Abstract

This article introduces the core concepts that emerged from five environmental education action research studies conducted by a group called Learning Communities in Environmental Education, Science and Mathematics (CEAMECIM) from the Universidade Federal do Rio Grande (FURG) in the south of Brazil. The studies focus on teacher education processes in learning communities involving teachers, researchers and environmental educators, and the critical writing and reading texts of classroom recordings to problematise participants’ teaching practices. CEAMECIM used action research cycles to examine narratives of educational action, narratives from teachers concerning their development as environmental educators, and narratives of their development of a sense of belonging, with a particular focus on critiquing social models that are based on hierarchies and individuality. From this analysis, we propose a new perspective on being and learning how to become a learning community, crystallised by the belief that ‘we are more when we are together’.  相似文献   

Instructional Time and National Achievement: Cross-National Evidence     

David?P.?BakerEmail author  Rodrigo?Fabrega  Claudia?Galindo  Jacob?Mishook 《Prospects》2004,34(3):311-334

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Acute modification in plasma lipid levels in ultramarathon runners     

Luiz Gustavo Marin Emed  Daniela Gunther Passaglia  Surya T. Guerios  Paula G. D. João  André I. S. Moser  Dulcinéia S. P. Abdalla 《Journal of sports sciences》2016,34(17):1657-1661

We aimed to evaluate the effects of a 24-h ultramarathon, an aerobic test of high physical load, on lipid profile and apolipoproteins B (ApoB) and A1 (ApoA1) levels, minimally modified low-density lipoprotein (LDL), and oxidised LDL. Prospective evaluation of 16 male athletes who participated in an ultramarathon run, where the objective was to run the greatest distance possible in 24 h. Fourteen participants completed the run. The mean distance achieved was 133.1 km (maximum of 169.6 km). There was a trend in reduction of triglycerides and total cholesterol (P = 0.06 and 0.05, respectively), without significant modifications in high-density lipoprotein, LDL and ApoA1 levels (P = 0.16; 0.55 and 0.67). There was a marked reduction in ApoB levels (P < 0.001), correlated directly to the distance covered (Pearson R = 0.68). Accordingly, an increase in the LDL/ApoB ratio was observed. The stress of this physical activity was not associated to an increase in minimally modified LDL or oxidised LDL. Lipid profile levels were not acutely altered by prolonged physical activity. Similarly, there was no evidence of greater oxidation of LDL over a 24-h period of physical activity. The reduction in ApoB was directly proportional to the distance covered, suggesting an acute positive change in phenotype of LDL molecules.  相似文献   

Perspectives on the Origins of Life in Science Textbooks from a Christian Publisher: Implications for Teaching Science     

Geilsa Costa Santos Baptista  Rodrigo da Silva Santos  William W. Cobern 《International Journal of Science and Mathematics Education》2016,14(2):309-326

This paper presents the results of research regarding approaches to the origin of life featured in science textbooks produced by an Evangelical publisher. The research nature was qualitative with document analysis and an interpretive framework based on Epistemological Pluralism. Overall, the results indicate that there are four perspectives on the origin of life in textbooks under study. These perspectives do not distinguish scientific knowledge from religious knowledge but present a hybrid of scientific and religious knowledge. There are scientific inaccuracies in the perspectives, which emphasize biblical arguments over scientific arguments. Data analysis and conclusions take into account the central argument of Epistemological Pluralism about the importance of demarcation of science in relation to other knowledge systems and its consequences for learning science.  相似文献   

Environmental education research in Brazil: some highlights from theses and dissertations     

Luiz Marcelo de Carvalho  Jorge Megid Neto  Clarice Sumi Kawasaki  Dalva Maria Bianchini Bonotto  Ivan Amorosino do Amaral  José Artur Barroso Fernandes 《Environmental Education Research》2018,24(10):1447-1463

Abstract

This article discusses an analysis of abstracts of Brazilian theses and dissertations on environmental education from a database organised and maintained by a group of researchers in the EArt Project (www.earte.net). In presenting extracts of key trends in this dataset, our aim is to provide a snapshot of the many possible approaches to, and histories of, Brazilian environmental education research. The data also allow us to raise some questions that explore possible ‘blank spots’, ‘blind spots’ and ‘bald spots’ in Brazilian research on environmental education. Given the temporal development of the research field since the 1980s, we illustrate these ‘spots’ by exploring data related to epistemological and methodological diversity, from the viewpoint of knowledge areas as well as the graduate programmes that have been developing research on environmental education. Finally, we draw a picture of the methodological trends that have been privileged by Brazilian researchers, and pose questions as to what is needed in shaping an agenda for research on environmental education in Brazil into the future.  相似文献   

Experimental archaeology and historical empathy: key tools for learning about our origins / Arqueología experimental y empatía histórica: herramientas clave para la didáctica de nuestros orígenes     

M. Pilar López-Castilla  Rodrigo Alonso Alcalde 《Cultura y Educación》2019,31(1):170-187

We propose a learning methodology based on the development of historical empathy through experimentation. Experimental archaeology is an active methodology which provides dynamism and an active role and entertainment for students, as well as provoking historical empathy in them. This combination helps the students get a better understanding of the target knowledge. This paper presents a practical illustration of historical empathy through the implementation of experimental archaeology activities.  相似文献   

Models for antecedents of turnover intention and behavior among Brazilian employees     

de Oliveira  Manoela Ziebell  de Andrade  Alexsandro Luiz  Beria  Francielle Machado  Gomes  William Barbosa 《International Journal for Educational and Vocational Guidance》2019,19(3):363-389

International Journal for Educational and Vocational Guidance - Studies indicate that the costs resulting from voluntary turnover range from 93 to 200% of the annual salary for a single position,...  相似文献   

Classroom environments: an experiential analysis of the pupil–teacher visual interaction in Uruguay     

Paula Cardellino  Claudio Araneda  Rodrigo García Alvarado 《Learning Environments Research》2017,20(3):417-431

We argue that the traditional physical environment is commonly taken for granted and that little consideration has been given to how this affects pupil–teacher interactions. This article presents evidence that certain physical environments do not allow equal visual interaction and, as a result, we derive a set of basic guiding principles that could contribute to the improvement of classroom design. Discussions about research on the design of classroom spaces and the methods to evaluate them articulate the rationale for this study. We seek to accomplish this by focusing on two fundamental variables of the face-to-face communication process: visual and distance. They are discussed in the context of four classroom case studies. The method is based on a hybrid approach composed of first-hand video-photographic records, isovist analysis and proxemic information regarding distances. The conclusions suggest that the proportion and spatial configuration of a classroom have a substantial impact on the number of pupils receiving high-quality visual interaction with the teacher. Finally, the importance of integrating experiential analysis in the architectural design process to ensure the quality and equality of the interaction among the protagonists of the teaching and learning process is highlighted.  相似文献