Navegando por Autor "SILVA, Francisco Hermes Santos da"

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Acesso aberto (Open Access)
Análise da interferência de dois procedimentos na aprendizagem operatória
(Universidade Estadual de Campinas, 1995-11-04) SILVA, Francisco Hermes Santos da; SISTO, Fermino Fernandes; http://lattes.cnpq.br/8719624962833123
The objective of this study was to analyze two processes of intervention with a view toward operatory learning. In the first, the technique of cognitive conflict was applied and in the second, cognitive conflict associated with the formation of possibles. Our hypothesis was that the second process would present better results than the first, having seen that Piaget affirmed that the formation of possibles preceeds concrete operations. We worked with 20 children between the ages of 6 and 7 applying 10 sessions in two groups of 10 children. Comparative analyses of the data collected in the two interventions were made by taking into consideration five aspects: 1. a study of the interventions in terms of the acquisition of conservation of mass; 2. a study of the differences between IGC (Intervention Groups with Cognitive Conflict) and IGCP (Mixed Intervention Groups of Cognitive Conflict and Formation of Possibles) in terms of the indices and stability of operatory conduct; 3. a study of the differences between IGC and IGCP in terms of the types of operative arguments presented by the subjects; 4. analysis of the period of transition between non-operativeness and operativeness; and 5. studies of the differences between IGC and IGCP in terms of the operative arguments in function of the number of sessions with intermediary conducts. Our hypothesis was not confirmed from a quantitative point of view. However, while the intervention with conflict associated with the formation of possibles was not quantitatively demonstrated better than cognitive conflict, the technique was demonstrated valid as a pedagogical instrument in the acquisition of operativeness, since it presented satisfactory results with differences in relation to other groups being in terms of velocity of this acquisition and lesser production of operative arguments.
Acesso aberto (Open Access)
Análise de narrativas praxeológicas de conexões entre aritmética e álgebra
(Universidade Federal do Pará, 2017-09) PEREIRA, José Carlos de Souza; SILVA, Francisco Hermes Santos da; NUNES, José Messildo Viana
This article is the product of an autobiographical narrative study, which shows an analysis of the praxeologies of the first author, in the context of his professional development as a mathematics teacher. The focus of the analysis is on the various praxeological conflicts that the author experienced during the elaboration and application in the classroom of a didactical proposal for the teaching of polynomial operations in the 7th grade of primary school. In order to analyse his own praxeologies using the didactical proposal he elaborated, the author used Yves Chevallard’s Anthropological Theory of the Didactical (ATD) as the main theoretical reference. The results demonstrated that the personal relations of the first author involved ostensive and non-ostensive types of objects and different tasks and techniques that were either present or not in the didactical proposal he elaborated, revealing past and present praxeologies which composed several different moments of his professional development as a mathematics teacher.
Acesso aberto (Open Access)
Estratégia de resolução de situações-problema ancorada na teoria dos campos conceituais
(Universidade Federal de Mato Grosso, 2021-12) SANTOS, Rudinei Alves dos; SILVA, Francisco Hermes Santos da; DIAS, Joelson Magno; MADURO, Vanessa Pires Santos
The pandemic caused by COVID-19 led to the suspension of in-person classes, forcing those involved in the teaching and learning process to seek,as a matter of urgency, strategies that would enable the continuity of school activities. However, communication between teacher and student was relatively impaireddue to technological limitations or lack of affinity with virtual meetings. Therefore, the present work, elaborated from a qualitative approach, in the molds of the bibliographical research and anchored in the Theory of Conceptual Fields -TCF, aimed to propose a strategy of resolution of situations in the conceptual field of optimization that favors the communication between the actors in the teaching and learning process, enabling the reflection of those involved and the (re)direction of the teacher's pedagogical planning. We conclude that the strategy of solving hypotheses of the conceptual field of optimization through subtasks, in light of the TCC, is a resource that can contribute to better communication between students and teachers, especially in virtual meetings. Furthermore, we consider that the strategy discussed in this article is not exclusive to the conceptual field approach and can be tested in other conceptual fields and other areas of knowledge, as in times like these, no science-based resource should be discarded.
Acesso aberto (Open Access)
Interdisciplinaridade: características e possibilidades para o ensino de física e química
(Universidade Federal de Mato Grosso, 2021-04) CATANHEDE, Severina Coelho da Silva; SILVA, André Flávio Gonçalves; SILVA, Francisco Hermes Santos da; SILVA, Maria de Fátima Vilhena da
This work seeks to list the number of articles published in some national journals that treat Physics and Chemistry in an interdisciplinary way.To further delimit the sample space, we limit ourselves to making notes only in relation to works focusing on Basic Education. The search was carried out from the word interdisciplinary in journals in the area of Science Education with Qualis/CAPES A1, A2, B1 and B2, between the years 2009 to 2019. The focus was on articles that addressed Physics and Chemistry in a way interdisciplinary as well as contributions from reading selected texts. The discussion will be made in light of the official education documents regarding interdisciplinarity. As a result, we can see that most of the papers dealing with Physics and Chemistry in an interdisciplinary way are concentrated in Higher Education, just as in the second five years it was possible to verify a substantial increase in the number of papers published in the journals analyzed. It was also possible to verify that the journals that contribute about 80% of all publications collected in our research are: Brazilian Journal of Science and Technology Teaching, Areté Journal/Amazonian Journal of Science Teaching and Brazilian Journal of Physics Teaching. Lastly, it alone has an impact of about half of the articles published for our analysis.
Acesso aberto (Open Access)
O papel do conflito sociocognitivo na elaboração de noções de conservação por interações de pares constantes e múltiplos
(Universidade Estadual de Campinas, 1999-05-14) SILVA, Francisco Hermes Santos da; MORO, Maria Lúcia Faria; http://lattes.cnpq.br/1688663157956317
The objective of this study was the comparison of the effect of two social interaction techniques for sociocognitive conflict provoked in the construction of the notions of conservation of interest in the elaboration of metric concepts. It was hypothesized that subjects submitted to multiple interactions - MI (different pairs in each intervention) would present superior levels of elaboration of notions then the subjects submitted to constant interactions - CI ( the same pairs in the interventions). The experiment had four different moments (pre-test, interventions, immediate post-test, and delayed post-test). One hundred and nine (109) children between 5;5 and 7;3 years old participated in the conservation of continued quantity and sixty (60) children between 6;0 and 7;0 years old, in the conservation of equal lengths (public pre-school students from Campinas - SP.). The data analysed did not confirm the tested hypothesis. Subjects of the MI condition as well as subjects of the CI condition were equally capable of presenting cognitive changes when submitted to sociocognitive conflict, permitting the interpretation that this was responsible for the changes observed in the construction of the notions. There are differences in the results in favor of one or other type of interaction, conforming to the notions, but these are interpreted as results of the methodology applied in each notion. It is suggested that the didatic application of the technique follow the necessity of the teacher to attend to determined individual characteristics of the students.
Acesso aberto (Open Access)
A psicologia da aprendizagem e a licenciatura em matemática: aproximações e distanciamentos nessa relação
(Universidade Federal do Pará, 2015-06) LEDOUX, Maria Lidia Paula; SILVA, Francisco Hermes Santos da
This is study arose from concerns experienced in the discipline of Psychology Learning, taught classes in the Bachelor of Mathematics and aimed to investigate the conceptual perception of teachers in initial training in relation to the discipline, in order to identify the similarities and distances that exists between the discipline and course. the investigation was conducted with 21 students, selected the three classes we teach in the discipline. the e information was made via semi-structured questionnaire with questions. ! e answers given to the questions - conceptual perception of teachers in training on the Psychology of Learning. the relationship / identity of Teachers in training with the discipline of Psychology Learning. Distances and approaches between the Psychology of Learning in Mathematics and served as axes of analysis. the e analysis were based on the methodology of Textual Discourse Analysis, defended by Roque Moraes. the e results show that in perceptions of these teachers in training, there are distances and approximations in the relationship between Psychology and Learning in Mathematics.