Academic literature on the topic 'Didactic book of sciences'
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Journal articles on the topic "Didactic book of sciences"
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Kamper-Warejko, Joanna. "Poradnik Piotra Krescencjusza jako tekst użytkowy." Studia z Filologii Polskiej i Słowiańskiej 46 (September 25, 2015): 43–56. http://dx.doi.org/10.11649/sfps.2011.003.
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Petrus Crescentius’s Guide-Book as a utilitarian text The article is based on the materials constituting the second edition of the Polish version of the Italian agronomist’s guide-book titled O pomnożeniu i rozkrzewieniu wszelakich Pożytkow Kśiag Dwoienaście: Ludźiom Stanu káżdego, ktorzyby śię uczciwym Gospodárstwem báwili, wielce potrzebne á pożyteczne (About Multiplication and Distribution of all Benefits of Twelve Books: For the People of Each Position Who Would Deal With Honest Economy, Very Necessary and Useful) dating back to the year 1571. The author made an attempt to present the selected properties of the work, which compose a specific style of the guide-book text. From the excerpted stylistic means – of more than 700 columns – subordinated to the didactical purpose of the guide-book, the lexical stylistic means, directive structures, modal verbs and specific structures contained in the recipes of mixtures, infusions, and preserves were derived. Certain formulas are well known from other natural science texts, for example, herbariums. On the basis of the presented material, the Polish translation of Petrus Crescentius’s Guide-Book was placed among the works that were written in the didactic-scientific style.
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Kornicki, Peter, and Nguyễn Thị Oanh. "THE LESSER LEARNING FOR WOMEN AND OTHER TEXTS FOR VIETNAMESE WOMEN: A BIBLIOGRAPHICAL AND COMPARATIVE STUDY." International Journal of Asian Studies 6, no. 2 (2009): 147–69. http://dx.doi.org/10.1017/s1479591409000199.
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Chinese conduct books for women were read throughout East Asia, but because Chinese was considered too difficult for women in Japan, Korea and Vietnam, vernacular editions often were prepared in order to make the message more accessible. In this article we present a bibliographic study of surviving conduct books for Vietnamese women, both in Chinese and in Vietnamese, and in manuscript and printed forms, and consider the production of such texts in the light of conduct literature for women produced in Korea and Japan. A particularly interesting case is Lesser learning for women, a hybrid book combining a Ming-dynasty didactic text in Chinese with other didactic materials in Vietnamese. For the most part, these various conduct books for women purvey unchanging moral certainties and restrictions for women, and as such were increasingly at odds with the changing world of colonial Vietnam in which educational opportunities for women were growing.
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Grebnev, L. "The Lessons of Essentials of Economicsby P. Krugman." Voprosy Ekonomiki, no. 9 (September 20, 2012): 139–51. http://dx.doi.org/10.32609/0042-8736-2012-9-139-151.
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The paper reviews the textbook Essentials of Economics by Paul Krugman and his co-authors from the point of view of its relevance for the Russian education system. It also compares this textbook with similar books by P. Samuelson and N. G. Mankiw. The author emphasizes a high didactic value of Krugmans book for teaching in the context of the student-oriented paradigm of education. The absence of significant substantial differences from the earlier textbooks is emphasized.
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Etcheverria et al, K. W. M. "The qualitative analysis of biochemical content in textbooks of elementary school." Revista de Ensino de Bioquímica 13 (August 24, 2015): 20. http://dx.doi.org/10.16923/reb.v13i2.588.
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Introduction: Biochemistry is the science that deals with the metabolic functions of living beings. In its concepts, it uses chemistry and biology to study the interactions of organisms with the environment. For basic education students is often complex the association of biochemistry with their daily lives, especially in elementary school where they have their first contact with science in school and the didactic book will serve as an important tool for research. Thus, this work aims to analyze qualitatively content related to biochemistry in science books of the final years of elementary school. Methods: We analyzed six science books used in elementary school, and the following criteria were examined: clarity and language presented on the inserted content; resolutions and images shown subtitles, and interdisciplinarity of matters. Results and discussion: The books of the sixth and fifth years were those who achieved the expected learning goals. The first of then made a very good presentation of the content and the images, addressing the subject in an interdisciplinary way. However, the second one is well below in the analyzed criteria, bringing the matter in a vague writing, and failing in associate the content with other assumptions themes. The images had a very low quality and their explanations were difficult to associate. Conclusion: We can say that the biochemistry content are complex, however its development from the beginning of primary education contributes to overcoming the complexity of their understanding. The analysis of the books brought a result that was expected. Only one book had significantly positive results in all analyzed characteristics, the other books had some very good aspects, but in several details, they were vague and poorly contextualized. Approaching the school sciences to the student every day we can demystify scientific knowledge and its production.
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Martín Ezpeleta, Antonio, and Yolanda Echegoyen Sanz. "Environmental Humanities in pre-service teachers' Education." Journal of Education Culture and Society 9, no. 2 (2018): 52–64. http://dx.doi.org/10.15503/jecs20182.52.64.
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Aim: The aim of the reserch is to explore the possibility of integrating Sciences and Humanities in the Faculty of Education using Ecocriticism books and literary workshops with didactic activities of interdisciplinary nature.
 Methods: The experience was carried out with 100 students of the Faculty of Education of the University of Valencia from the subjects “Natural Sciences for teachers” and “Literary training for teachers”, where different didactic activities around two literary works, a novel and a short story, were proposed.
 Results: After the activities, the vast mayority of the students consider that Literature can help to learn Science. 41'7% of the students of “Literary training for teachers” and 62.5% of “Natural Sciences for teachers” consider the integration of Sciences and Humanities in class “very important”; and 55.6% and 29.2% “quite important”. More than 90% of the students said they were “very” or “quite” conscious of sustainability and environmental protection, although the percentages vary slightly between the two classes.
 Conclusion: With this study we have shown that Ecocriticism and Education are two interlinked concepts, in the same way that literature and society are. Using the socializing function of literature is when we can have greater educational performance in the current classrooms, because it allows the students to connect their reality with the texts. These ecocriticism works are a first-order didactic resource to raise awareness about environmental and sustainability problems in pre-service teachers that will transmit the message to their future students.
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Markowska, Agata K. "Geographical Paths as an Auxiliary Didactic Resource – A Study Proposal." Miscellanea Geographica 13, no. 1 (2008): 309–14. http://dx.doi.org/10.2478/mgrsd-2008-0031.
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Abstract Didactic paths play a very important part in modern education, on the primary school level as well as at universities. Beside other things, they let students compare book knowledge with the real world. Unfortunately, there are only a few geographical didactic paths, as opposed to those in history or science. The new offer for preparing methodological geographical paths begins with an analysis of documents as a curriculum model or a syllabus with chosen items to be taught which can be discussed during outdoor lessons and finally examines the area which fulfils a large number of requirements. It is possible that in this way of preparing methodological geographical paths the boring, monotonous area will give many possibilities to discuss teaching items.
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Nikitin, Oleg V. "We need a history of Soviet linguistics (Critical review of V.N. Bazylev’s book)." Philological Sciences. Scientific Essays of Higher Education, no. 5 (September 2020): 125–30. http://dx.doi.org/10.20339/phs.5-20.125.
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The review analyzes the main points of the book, which contains fundamental and new facts from the chronicle of Russian linguistics of the XX century. The study consists of two parts: an author’s essay on the history of linguistics of the mentioned period and an anthology of scientific and journalistic texts, memoirs, conversations and chronicle notes covering the most striking and controversial episodes from the annals of philological science of that time. The book is a textbook for the course “The History of linguistics of the XXth century” and intended for students-linguists, and also philosophers, psychologists, journalists, sociologists, historians and other humanities as an additional didactic material.
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Serpa, Sandro. "Book Review: Pensamento Sociológico. Uma Introdução Didática às Teorias Clássicas [Sociological Thought. A Didactic Introduction to Classical Theories]." International Journal of Social Science Studies 5, no. 7 (2017): 19. http://dx.doi.org/10.11114/ijsss.v5i7.2444.
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This book review presents a handbook that addresses several classical authors in sociology, and that may be mobilized to be, with interest, clarity and pedagogical quality, a useful instrument in the teaching-learning process of some of the perspectives that contributed most to the institutionalization of sociology as form of specific knowledge. They are, even today, unavoidable for those who wish to deepen contemporary sociological view(s) of a pluri-paradigmatic science.
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Cavadas, Bento. "«On the Origin of Species»: Didactic transposition to the curriculum and Portuguese science textbooks (1859-1959)." Espacio, Tiempo y Educación 4, no. 2 (2017): 143. http://dx.doi.org/10.14516/ete.149.
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This research aimed to contribute to the history of the teaching of Darwinism in the Portuguese curriculum from 1859 to 1959. To this end, it was analysed the didactic transposition of the book On the Origin of Species for the standards and textbooks of Natural Sciences of secondary education. This study showed that some standards did not address Darwinism (Standards of 1856, 1872, 1880, 1886, 1926 and 1929), while others only prescribed the study of some subjects of Darwinism (Standards of 1889 and 1905). The standards of 1895 were the ones that addressed more Darwinists ideas in the 19th century. In the 20th century, the overall approach to Darwinism was related to the study of transformist ideas (Standards of 1919) or evolution (Standards of 1936 and 1954). However, even when the respective standards did not make that prescription, the major part of textbooks addressed the mechanisms of Darwinian evolution: adaptation, variability, growth correlations, heredity, natural selection, vital competition, geographic isolation and sexual selection.
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Khodchenko, I., E. Yudina, and V. Koloniuk. "THE USE OF INFORMATION SOURCES AT CARRYING OUT A FORENSIC EXAMINATION OF THE OLD PRINTED EDITIONS OF THE CYRILLIC ALPHABET." Criminalistics and Forensics, no. 65 (May 18, 2020): 661–72. http://dx.doi.org/10.33994/kndise.2020.65.65.
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In forensic science is used a full and objective investigation of a crime or the settlement of a civil claim that requires the use of specialized knowledge, in particular, when examining an expert in the printed editions of Cyrillic. The methodological approaches of eminent scholars on the attribution and cultural evaluation of old printed books are still relevant in the study of book publications by forensic experts dealing with art. The compilation and description of Slavic editions is of great importance both in terms of cultural studies, history, linguistics, engraving, and in terms of the accumulation of some basis for the comparative study of ancient books in forensic studies of ancient printed matter. Therefore, for completeness, comprehensiveness and objectivity of expert research in forensic and expert examination of ancient printed editions of Cyrillic printing, the use of the didactic, cultural and bibliographic material of several generations of leading scientists is of great importance.
Dissertations / Theses on the topic "Didactic book of sciences"
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SILVA, Auxiliadora Maria Martins da. "Etnia negra nos livros didáticos do ensino fundamental : transposição didática e suas implicações para o ensino das ciências." Universidade Federal Rural de Pernambuco, 2005. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5811.
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Previous issue date: 2005-12-21<br>The present work searched to investigate as the concept of black ethnic would be being propagated for didactic books of Sciences and the implications of this propagation for the pedagogical work of the professors, for believing that it is through the contact with our body and with the body of the other that differences fenotic are transformed into overvalued superiority and they will be white and lowered and undervalued they will be black. Such fact in them motivated the accomplishment of this study, considering the pedagogical speech of books of Sciences and the relations between physical differences, race and ethnic in the texts and illustrations presented there. The study it was carried through in a municipal public school of the city of Recife, in 1º year of 4º cycle of Basic Education, considering being the human body the main curricular content of this group, during all the school year. To get the desired objective, we use as methodological support the Interactive Methodology (OLIVEIRA, 2005), through comments, interviews, questionnaires and documentary analysis. With these procedures we can identify the conceptions of the didactic book authors, of the professors and the pupils concerning the manifestations of racism. We evidence that in general rule the ethnic concept does not appear and is not worked of explicit form in didactic books, as much in speaks of the professors and how much in the ones of the pupils, although many scientists and intellectuals using in substitution to the race concept. Through collected and analyzed data, it is possible to affirm that in the daily one of this school, the process of didactic transposition in disciplines of Science, on the content human body is marked by the propagation of preconception and discrimination, consisting in institutional racism of not contemplating excellent aspects of the corporeidade and black identities. As recommendations for advance of the knowledge, we consider excellent the investment in the continued formation of professors, in way who can arrive in port to its to make pedagogical, the education of the ethnic-racial relations that it makes possible to reconstruct those propagated by didactic books of prejudiced and discriminatory form as well as, to proceed to a criterions choice from these same books.<br>Este trabalho buscou investigar como o conceito de etnia negra estaria sendo veiculado pelos livros didáticos de Ciências e as implicações dessa veiculação para o trabalho pedagógico dos professores. Isso, por acreditar que é através do contato com o nosso corpo e com o corpo do outro que diferenças fenótipas são transformadas em superioridades e sobrevalorizadas se forem brancas e inferiorizadas e subvalorizadas se forem negras. Tal fato nos motivou a realização desse estudo, considerando o discurso pedagógico dos livros de Ciências e as relações entre diferenças físicas, raça e etnia nos textos e ilustrações ali apresentadas. O estudo foi realizado numa escola pública municipal da cidade do Recife, no 1º ano do 4º ciclo do Ensino Fundamental, considerando ser o corpo humano o principal conteúdo curricular dessa turma, durante todo o ano letivo. Para obter o objetivo desejado, utilizamos como suporte metodológico a Metodologia Interativa (OLIVEIRA, 2005), através de observações, entrevistas, questionários e análise documental. Com esses procedimentos podemos identificar as concepções dos autores de livros didáticos, dos professores e dos alunos acerca das manifestações de racismo. Constatamos que em regra geral o conceito de etnia não aparece e não é trabalhado de forma explícita nos livros didáticos, na fala dos professores e dos alunos, apesar de muitos cientistas e intelectuais o usarem em substituição ao conceito de raça. Através de dados coletados e analisados, é possível afirmar que no cotidiano dessa escola, o processo didático-pedagógico na disciplina de Ciência, sobre o conteúdo corpo humano é marcado pela veiculação de preconceito e discriminação, constituindo-se em racismo institucional por não contemplar aspectos relevantes da corporeidade e identidades negras. Confirmamos em nosso trabalho que os livros didáticos de ciências analisados, veiculam preconceitos e discriminação, relativos a etnia negra ao apresentar o corpo humano negro em minoria em suas ilustrações e em posições onde não se exige grande inteligência e prestígio social, bem como ao silenciar sobre as doenças prevalentes na população negra. Como recomendações para avanço do conhecimento, consideramos relevante o investimento na formação continuada de professores, de modo que possam aportar ao seu fazer pedagógico, a educação das relações étnico-raciais que possibilite reconstruir aqueles conceitos e conteúdos veiculados pelos livros didáticos de forma preconceituosa e discriminatória bem como, proceder a uma escolha mais criteriosa desses mesmos livros.
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Carvalho, Priscila Silva de. "Textos de divulgação científica em livros didáticos de ciências: uma análise à luz da teoria da transposição didática." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/2945.
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Previous issue date: 2017-02-17<br>The science textbook has been representing, over the years, an instrument of strong representation in the school environment, with the promotion of scientific education from elementary school. Because of this representativeness, research has been carried out in the last decades, resulting in several criticisms about the quality of the textbook. Faced with the social and cultural reality in which each student lives, aiming to bring scientific knowledge to the lay public, changes were proposed in the textbook, one of them being the incorporation of TDC (text of scientific dissemination), with the aim of bringing the Students to the process of learning science. The present work presents an analysis about the relationship between the TDC and its correspondence with didactic texts present in science textbooks. The data collection was based on the websites of the Ministry of Education - MEC, the National Institute of Studies and Research in Education - INEP and the Guide to the Science Didactic Book - final series - 2014, regarding the distribution of textbooks in Municipality of Foz do Iguaçu / PR. This research identified the texts of scientific dissemination of two science textbooks for the 7th year of elementary school, among the textbooks most adopted by the teachers of the municipality. In the possession of the book distribution numbers by city, it was possible to verify that the collections most adopted by teachers in public schools in the city of Foz do Iguaçu / Paraná / Brazil were: "Natural Sciences - Learning with everyday life" and "Teláris Project". In order to analyze the texts of scientific dissemination present in the textbook of science, we use as theoretical reference the categories of didactic transposition proposed by Yves Chevallard (2008). As a result of the interaction analysis of the didactic text with the texts of scientific dissemination, from the perspective of didactic transposition, adaptations and modifications were identified in some texts of scientific dissemination incorporated in the didactic book of sciences, contributing in the contextualization of scientific knowledge for the lay public and creating opportunities to make the textbook more attractive to the reader. Therefore, it is important to understand the process of didactic transposition by the authors of textbooks and a greater rigor in the processes of incorporation of these texts, since the TDCs are important didactic resources in the didactic relation between teacher, student and knowledge.<br>O livro didático de ciências vem representando, ao longo dos anos, um instrumento de forte representação no ambiente escolar, com a promoção da educação científica a partir do ensino fundamental. Em razão dessa representatividade, pesquisas foram realizadas nas últimas décadas, tendo como resultado várias críticas sobre a qualidade do livro didático. Diante da realidade social e cultural em que vive cada aluno, visando aproximar o saber científico do público leigo, foram propostas mudanças no livro didático, sendo uma delas a incorporação de TDC (texto de divulgação científica), com o intuito de aproximar a cotidianidade dos alunos ao processo de aprender ciências. O presente trabalho apresenta uma análise sobre a relação entre o TDC e sua correspondência com os textos didáticos presentes em livros didáticos de ciências. O levantamento dos dados teve como referência os sites do Ministério da Educação – MEC, do Instituto Nacional de Estudos e Pesquisas em Educação - INEP e do Guia do Livro Didático de Ciências - séries finais - 2014, referente a distribuição dos livros didáticos nas escolas do município de Foz do Iguaçu/PR. Esta investigação identificou os textos de divulgação científica de dois livros didáticos de ciências destinados ao 7º ano do Ensino Fundamental, dentre os livros didáticos mais adotados pelos professores do município. De posse dos números de distribuição de livros por cidade foi possível constatar que as coleções mais adotadas pelos professores em escolas públicas do município de Foz do Iguaçu/Paraná/Brasil foram: "Ciências Naturais - Aprendendo com o cotidiano" e "Projeto Teláris". Com o propósito de analisar os textos de divulgação científica presentes no livro didático de ciências, utilizamos como referencial teórico as categorias de transposição didática proposta por Yves Chevallard (2008). Como resultados da análise de interação do texto didático com os textos de divulgação científica, na perspectiva da transposição didática, foram identificados adaptações e modificações em alguns textos de divulgação científica incorporados no livro didático de ciências, contribuindo na contextualização do saber científico para o público leigo e criando oportunidades de tornar o texto didático mais atraente ao leitor. Portanto, torna-se importante a compreensão do processo de transposição didática por parte dos autores de livros didáticos e um maior rigor nos processos de incorporação desses textos, pois os TDCs são importantes recursos didáticos na relação didática entre professor, aluno e conhecimento.
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Safarali, Sara, and Tamané Zsiros. "Alla får vara med! : En studie om hur samspel och kamratskap framställs i bilderböcker." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-197174.
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Pabon, Alexander. "Percepción y aceptación de contenidos del libro Caminando de Nuevo 3 para la enseñanza de español." Thesis, Högskolan Dalarna, Spanska, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-5535.
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This work presents an investigation done on the book Caminando de nuevo 3 that is adopted in some Swedish schools for the Spanish course they offer. The hypothesis explored whether the content of the book could create wrong stereotypes based on incorrect used of didactic content.Other related worked in line with this investigation were investigated. Furthermore, twenty students that had used this book were surveyed. The data collected was analyzed. This analysis is in line with the hypothesis of this work. A great majority of the students reported not to be motivated, they were not particularly enthusiastic toward the book, and were surprised by the content of the book related to the exercises, the text itself and the pictures used in the book.In conclusion this work suggests that this type of textbooks should be revised and present a better alternative for its text, visual and grammatical content.Finally, some recommendations are given both to teachers and students in order to reach the goals that have been defined by their curriculum.
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Silvestre, Fernanda Gustavo [UNESP]. "O professor alfabetizador: sua formação, o programa Letra e vida e as lacunas conteudísticas." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/93867.
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silvestre_fg_me_arafcl.pdf: 3671579 bytes, checksum: 25479349c1ce7ef7d6908e0357bbd303 (MD5)<br>O presente trabalho tem como objetivo verificar possíveis lacunas conteudísticas que permeiam o trabalho do professor alfabetizador, como: sua formação acadêmica (grades curriculares e ementas), sua formação em serviço/continuada (pelo programa de formação de professores alfabetizadores do Governo do Estado de São Paulo “Letra e Vida”) e pelos livros didáticos adotados para uso em sala de aula (para essa análise foram escolhidos dois livros bastante adotados pelos professores da rede pública de ensino) para que em posse de tais dados, possa-se compreender melhor a alfabetização e seus problemas, a formação do professor e sua atuação e o material de formação criado pelo Governo Estadual de suas origens à sua aplicação prática.<br>The present work aims to verify possible lacks of contents on teacher’s job, such as: their academic formation (curricular gratings and summaries), their formation in service (by the programa de formação de professores alfabetizadores do Governo do Estado de São Paulo “Letra e Vida”) and the didactic books adopted by them for use in classroom (for this analysis two books had been chosen, the ones most adopted by the professors of the public net of education) so that in ownership of such data, it can be better understood the literacy and its problems, the formation of the professor and their performance and the material of formation created by the Governo do Estado of its origins to its practical application.
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Small, David 1965. "Rethinking the book." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/29143.
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Thesis (Ph.D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts & Sciences, 1999.<br>Includes bibliographical references (p. 103-111).<br>Electronic media have lagged behind their paper progenitors in the clear, usable display of large bodies of information. New visual languages have been created for information display which exploit the computer's unique ability to render dynamic and three-dimensional typography. These languages demonstrate that the use of three dimensional form, expressive movement, visual focus and layering, in harmony with human perceptual abilities, improve navigation and contextual understanding of complex written documents. This thesis shows that graphic displays can be combined with physical interfaces to create interactions with purely typographic information that are rich, tactile and humane.<br>David L. Small.<br>Ph.D.
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Silvestre, Fernanda Gustavo. "O professor alfabetizador : sua formação, o programa "Letra e vida" e as lacunas conteudísticas /." Araraquara : [s.n.], 2009. http://hdl.handle.net/11449/93867.
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Orientador: Luiz Carlos Cagliari<br>Banca: Vera Pacheco<br>Banca: Luci P. Manzoli<br>Resumo: O presente trabalho tem como objetivo verificar possíveis lacunas conteudísticas que permeiam o trabalho do professor alfabetizador, como: sua formação acadêmica (grades curriculares e ementas), sua formação em serviço/continuada (pelo programa de formação de professores alfabetizadores do Governo do Estado de São Paulo "Letra e Vida") e pelos livros didáticos adotados para uso em sala de aula (para essa análise foram escolhidos dois livros bastante adotados pelos professores da rede pública de ensino) para que em posse de tais dados, possa-se compreender melhor a alfabetização e seus problemas, a formação do professor e sua atuação e o material de formação criado pelo Governo Estadual de suas origens à sua aplicação prática.<br>Abstract: The present work aims to verify possible lacks of contents on teacher's job, such as: their academic formation (curricular gratings and summaries), their formation in service (by the programa de formação de professores alfabetizadores do Governo do Estado de São Paulo "Letra e Vida") and the didactic books adopted by them for use in classroom (for this analysis two books had been chosen, the ones most adopted by the professors of the public net of education) so that in ownership of such data, it can be better understood the literacy and its problems, the formation of the professor and their performance and the material of formation created by the Governo do Estado of its origins to its practical application.<br>Mestre
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SANTOS, Marilene Rosas dos. "Resolução de problemas envolvendo área de paralelogramo : um estudo sob a ótica do contrato didático e das variáveis didáticas." Universidade Federal Rural de Pernambuco, 2005. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5929.
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Previous issue date: 2005-08-01<br>This research had the objective to investigate the possible relation between the concept of parallelogram area in a didactic book collection for the last grades of elementary school and the procedures used by students of an 8th grade class in the solutions to the problems related to this theme. The theoretical fundation is based on the model of area as magnitude, as it is in the works of Douady & Perrin-Glorian and Bellemain & Lima and in Theory of didactic situations developed by Brousseau and his disciple, particulary by the notions of didactic contract and didactic variables. The methodological procedures inspired by Bessot & Le Thi Hoai, consisted on the analysis of a collection of didactic Mathematics books, followed by the application of a test with students, users of the books. Twenty-one students of an 8th grade class of a federal public elementary school took part in this research in the city of Recife. The activities proposed were made in order to look alike on the books, but breaking with some rules of the didactic contract suppose standing the value of the didactic variables identified it was, in the time predominant in the didactic book collection, in the time value not used. The analysis of results indicated convergence and divergence among the abordage of the books and procedures by the students about the parallelogram area. For example, in the collection like in the procedures of the students, the side like base is generally the horizontal side (also when it´s not aborded the greatest side). The didactic book analyzed for beginning the measure of area only in a posterior moment worked the constancy of the area for decomposition and composition. This choice is against that one indicated in literature revision by the premature association of the surface to a number help the confusion between the magnitude length and area. Contrary to our expectation, on the activities proposed to great part of the students showed to discolour area and perimeter.<br>Esta pesquisa teve por objetivo investigar as possíveis relações entre a abordagem da área do paralelogramo em uma coleção de livros didáticos para as séries finais do ensino fundamental e os procedimentos utilizados pelos alunos de uma 8ª série na resolução de problemas relativos a esse tema. A fundamentação teórica está alicerçada no modelo de área como grandeza, proposto nos trabalhos de Douady & Perrin-Glorian e Bellemain & Lima e na Teoria das Situações Didáticas desenvolvida por Brousseau e seus seguidores, particularmente nas noções de contrato didático e variável didática. Os procedimentos metodológicos inspirados em Bessot & Le Thi Hoai, consistiram na análise de uma coleção de livros didáticos de Matemática, seguida da aplicação de um teste com alunos, usuários dos livros. Participaram desta pesquisa 21 alunos da 8ª série de uma escola pública da cidade do Recife. As atividades do teste foram elaboradas de forma que rompessem com algumas regras de contrato didático supostamente vigente e os valores das variáveis didáticas identificadas fossem ora aqueles predominantes na coleção de livros didáticos, ora valores não habituais. As análises dos resultados indicaram convergências e divergências, entre a abordagem dos livros e os procedimentos dos alunos referentes à área do paralelogramo. Por exemplo, tanto na coleção como nos procedimentos dos alunos, o lado tomado como base é geralmente o horizontal (mesmo quando não se trata do lado de maior comprimento). Os livros didáticos analisados focalizam inicialmente a medida de área e apenas em um momento posterior trabalham a invariância da área por decomposição e recomposição. Esta escolha diverge daquela indicada na revisão de literatura segundo a qual a associação precoce da superfície a um número favorece a confusão entre as grandezas comprimento e área. Contrariamente à nossa expectativa, nas atividades propostas a maioria dos alunos mostrou distinguir área e perímetro.
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Ferraro, Juliana Ricarte. "Entre textos e imagens: o compêndio de história do Brasil de Borges Hermida (1962-1975)." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30032015-142645/.
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A presente tese visa analisar e compreender as relações entre os textos e as imagens contidas no livro didático de autoria de Antonio José Borges Hermida Compêndio de História do Brasil, editado pela Companhia Editora Nacional entre os anos de 1962 e 1975, sendo estas relações reveladoras de um discurso de determinado conhecimento histórico. Para este trabalho foi realizado estudo bibliográfico sobre a história da disciplina de História, a cultura escolar e o contexto político para a sustentação das análises de produção, editoração e circulação do livro, em todas as suas 60 edições, como suporte mercadológico, ideológico e cultural. O Compêndio de História do Brasil, de Borges Hermida, foi aqui analisado como um produto industrial e em sua condição de fonte a ser estudada para a compreensão de parte de uma História da Educação e da História do Ensino de História, assim como para entendimento e estudo de uma História do Livro (didático). O livro, como produto de uma indústria cultural, é fruto da intervenção de diversos sujeitos e autores e um elemento material de conceito complexo, devendo ser também concebido como corpo documental histórico; o nome de seu autor, embora este não se faça presente em todas as suas etapas de formação e produção, deve servir como atrativo comercial em uma perspectiva de maiores vendagens. O discurso historiográfico do autor, expresso pelo texto escrito, é ponto crucial da análise, assim como as imagens utilizadas nos diversos contextos. Além do conteúdo histórico divulgado através dos textos e das imagens, também foram objeto de análise as suas características formais representadas pela forma de sua organização, tipografia e editoração, entendidas como partes integrantes do discurso histórico e didático estabelecido pela obra. As análises dos elementos editoriais e historiográficos possibilitaram uma melhor compreensão da constituição dos diálogos entre o texto e as imagens divulgadas pelo livro como um produto material. O Compêndio, por largo período de tempo, foi o difusor de um conhecimento e de determinado discurso histórico expresso em suas páginas através do trabalho de diversos profissionais da área editorial, das imagens que reproduzem o trabalho de dezenas de pintores e desenhistas e, principalmente, através das palavras de seu autor, Antônio José Borges Hermida.<br>This thesis aims to make an analysis and understanding the relations between texts and the images contained in didactic book written by Antonio Jose Borges Hermida, Compêndio de História do Brasil, published by Companhia Editora Nacional between 1962 and 1975, considering these relations, indicative of a determinate discourse of historic knowledge. To this study a bibliographic study was carried, approaching the ways of History as a school discipline, the school culture and the political context that gives support to the production analysis, publication and circulation of the book, in all these 60 editions, as merchandising, ideological and cultural support. The Compêndio de História do Brasil, by Borges Hermida was analyzed as an industrial product an in his condition of source to be studied to the comprehension of a part of the history of education and of the history of teaching History, as well as to understanding and study of a didactic book study. The book, as an industrial cultural product is fruit from the intervention of several individuals and authors and a material element of complex elements, bringing the necessity to be conceived as an historical documental body; the authors name, although it doesnt appear in all the stages of formation and production, should serve as a commercial appeal in larger sales. The authors historiographical discourse, expressed by the written text, is a crucial point of the analysis, as well the images used in the various contexts. Besides the historical content publicized through the texts and images, also were object of analysis, their formal characteristics represented by their lay out organization, typography and editing, seen as integrant parts of the historical and didactical discourse established by the project. The analysis of editorial and historiographical elements allowed a better comprehension of the establishment of dialogues between the text and the images that were publicized by the book as a material product. The Compendio, for a long time, was a diffuser of knowledge and of a determinate historical discourse expressed in his pages through the work of several professionals of the editorial area, of the images that reproduce the art of dozen of painters and draftsmen and, mainly, through the words of his author, Antonio José Borges Hermida.
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Brown, Stacy D. "Book Review: Harrold MW, Zavod RM." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5332.
Full textBooks on the topic "Didactic book of sciences"
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Roe-Hafer, Ann. The medical &health sciences word book. 3rd ed. Houghton Mifflin, 1992.
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Ehrlich, Ann. The medical & health sciences word book. 3rd ed. Houghton Mifflin, 1992.
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University, Aga Khan. Health sciences research assembly: Abstract book. Agh Khan University, 2009.
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Publishing, Doody. Doody's health sciences book review annual. Doody Publishing, 1995.
Find full textBook chapters on the topic "Didactic book of sciences"
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Arnold, Karl-Heinz. "Didactics, Didactic Models and Learning." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1833.
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Duvernoy, Sylvie. "Book Review." In Architecture, Systems Research and Computational Sciences. Springer Basel, 2012. http://dx.doi.org/10.1007/978-3-0348-0393-9_14.
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Salgado, João, Filomena Soares, and Vítor Carvalho. "Didactic Toy for Children with Special Needs." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40180-1_8.
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Sesiano, Jacques. "Book A." In Sources and Studies in the History of Mathematics and Physical Sciences. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03940-4_70.
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Sesiano, Jacques. "Book B." In Sources and Studies in the History of Mathematics and Physical Sciences. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03940-4_79.
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Köhler, Marcel. "Designing Didactic Orders for Written Examinations - A Topic for the Didactic Training of Teaching Staff in the Engineering Sciences." In Educating Engineers for Future Industrial Revolutions. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_6.
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Górski, Marek. "Introduction: Scope of the Book." In GeoPlanet: Earth and Planetary Sciences. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-31851-1_1.
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Toomer, Gerald J. "The Fifth Book." In Sources in the History of Mathematics and Physical Sciences. Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4613-8985-9_1.
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Toomer, Gerald J. "The Sixth Book." In Sources in the History of Mathematics and Physical Sciences. Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4613-8985-9_2.
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Toomer, Gerald J. "The Seventh Book." In Sources in the History of Mathematics and Physical Sciences. Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4613-8985-9_3.
Full textConference papers on the topic "Didactic book of sciences"
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Slabin, Uladzimir. "VERKHOVSKY EPONYMS IN THE EPOCH OF EDUCATIONAL ETHNOCENTRISM." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.122.
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Being of didactic and axiological potential, eponyms are important for science education, in particular for implementing the principles of humanization and historicism. Reviewing literature for dictionary of chemical eponyms, an unusual publication on teaching chemistry was found. It contained a number of self-introduced eponyms, no one of them is in use nowadays. Implications of the time the book was published at, ethnocentrism in education are discussed. Keywords: chemical eponyms, laboratory equipment, chemistry teaching, Verkhovsky, ethnocentrism.
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Lamanauskas, Vincentas. "NATURAL SCIENCE AND TECHNOLOGY EDUCATION: “RESETTING” MEANING." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.07.
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Natural science and technology education is an inseparable part of general education. It is obvious, that this process embraces a rather wide group of people, according to the age – from the birth till the completion of general education. It is a very important period, during which a certain natural science and technology education is acquired. It might seem that rather many scientific, methodical, didactic and other articles, books have been written, analyzing NSTE problems. On the other hand, NSTE process continues, (has to be continued) further on. Of course, speaking about university and other level studies, a further education is different both according to the size and length and the other parameters.
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Costa, Laisa C. P., Ana G. D. Correa, Danilo Leite, Marcelo K. Zuffo, and Roseli D. Lopes. "Educadaisy: Accessible digital didactic book on tablets for people with visual impairment." In 2015 IEEE International Conference on Consumer Electronics (ICCE). IEEE, 2015. http://dx.doi.org/10.1109/icce.2015.7066326.
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Avila Forero, Juan Sebastian. "Design of training materials for teaching anatomy." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2955.
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The present work is part of the Doctoral Research in Design, Manufacturing and Industrial Projects Management of the Universidad Politecnica de Valencia (UPV) and is incorporated in the PhD project called ¨The implementation of digital design and manufacturing technologies in the teaching of anatomy¨. It is based on the experience as a thesis director in the Design Faculty of the University El Bosque in Bogota. The project discussed thereafter aims to strengthen the skills of students in Industrial design. With a strong technological component, the project’s method relies on the elaboration of a design project, in order to deepen the knowledge of organic 3D modeling techniques and digital sculpture, taking advantage of the boom in digital manufacturing. The project focuses on strengthening the students’ communicative and interactive skills with third parties, it particularly empowers the cognitive abilities needed to work in an interdisciplinary environment. Here the study case concentrates on education in health sciences, specifically the teaching and learning of anatomy in different disciplines. In the initial phase of the project, 3-dimensional physical teaching materials were selected to provide the pedagogical approach to Anatomy and Dental Morphology classes of the Faculty of Dentistry. Said materials constituted the starting point for further experiences and indeed it triggered the implementation of various similar projects with other departments at the UEB, all aiming to facilitate the experience of teaching - learning, guaranteeing students a theoretical and practical training through three-dimensional resources. The main feature of such training consists in a better comprehension of information, thanks to a direct and concrete interaction. This article seeks to illustrate the use given to digital design and manufacturing technology to expand the range of opportunities that could be transmitted to students in academia and such process could permeate non-traditional fields for future industrial designers, demystifying their profile solely as form-esthetics configurators toward eventually emerging as leading projects coordinators in a multidisciplinary field of work. 3D printers of fused deposition modeling (FDM) can create complex didactic models. The present paper will discuss the results of the first year and a half of work based on the academic results of design students under the direction of Professor XXX, PhD student at the UPV.DOI: http://dx.doi.org/10.4995/IFDP.2016.2955
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Jiang, Yabing, and Evangelos Katsamakas. "The Impact of e-Book Technology on Book Retailing." In 2010 43rd Hawaii International Conference on System Sciences. IEEE, 2010. http://dx.doi.org/10.1109/hicss.2010.383.
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"Abstract Book." In 2019 IEEE 1st Global Conference on Life Sciences and Technologies (LifeTech). IEEE, 2019. http://dx.doi.org/10.1109/lifetech.2019.8883988.
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"E-Program Book." In 2020 IEEE-EMBS Conference on Biomedical Engineering and Sciences (IECBES). IEEE, 2021. http://dx.doi.org/10.1109/iecbes48179.2021.9398795.
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Václavíková, Zuzana. "Eye-tracker technology in didactic research." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2019 (ICCMSE-2019). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5137973.
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da Costa Nunes Neto, Adimar, Carlos Henrique De Paula Junior, luiz carlos cordeiro junior, Rafael Da Silva, and Raniery Mendes Antonio. "CONSTRUCTION AND DIMENSIONING OF A DIDACTIC EXPERIMENT FOR HYDRAULIC ANALYSIS." In Brazilian Congress of Thermal Sciences and Engineering. ABCM, 2018. http://dx.doi.org/10.26678/abcm.encit2018.cit18-0737.
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Yussiff, Alimatu-Saadia, Wan Fatimah Wan Ahmad, and Alan Oxley. "Conceptual framework for effective E-collaboration and didactic enhancement." In 2014 International Conference on Computer and Information Sciences (ICCOINS). IEEE, 2014. http://dx.doi.org/10.1109/iccoins.2014.6868415.
Full textReports on the topic "Didactic book of sciences"
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Sinke, Ida, and Mirjam Troost. Book of abstracts: life sciences: looking across disciplines : ELLS Scientific Student Conference, Wageningen University & Research, November 9th-10th, 2018. Wageningen University & Research, 2018. http://dx.doi.org/10.18174/461057.
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HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, 2020. http://dx.doi.org/10.47816/01.001.20.
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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).