Relevant bibliographies by topics / Problematization and Contextualization

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Problematization and Contextualization'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Problematization and Contextualization"

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Sjöström, Jesper, and Vicente Talanquer. "Humanizing Chemistry Education: From Simple Contextualization to Multifaceted Problematization." Journal of Chemical Education 91, no. 8 (2014): 1125–31. http://dx.doi.org/10.1021/ed5000718.

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Te’eni, Dov. "Contextualization and problematization, gamification and affordance: a traveler’s reflections on EJIS." European Journal of Information Systems 25, no. 6 (2016): 473–76. http://dx.doi.org/10.1057/s41303-016-0028-8.

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Leal Junior, Alex Sales, and Rubens Silva. "THE INDICATORS OF PROBLEMATIZATION AND CONTEXTUALIZATION PROCESSES IN A PHYSICS CLASS." Revista do Professor de Física 6, Especial (2022): 52–60. http://dx.doi.org/10.26512/rpf.v1i1.45931.

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Este trabalho objetiva caracterizar os elementos indicadores dos processos de contextualização e problematização em uma aula sobre as Leis da Inércia e da Ação e Reação no Clube de Ciências da UFPA, que é um espaço informal de estágio. Através do planejamento da aula, do relato do desenvolvimento da mesma; executada com estudantes do 6º e 7º ano do ensino fundamental; e dos registros escritos destes estudantes, foram feitas identificações dos elementos presentes nas situações pedagógicas que permitissem caracterizar os processos de problematização e contextualização durante a aplicação de uma
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Kraigher, Amelia. "Maska and the post-alternative of Slovenia." Maska 28, no. 157 (2013): 3–4. http://dx.doi.org/10.1386/maska.28.157-158.3_2.

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Maska, which today as an institute for publishing, cultural and production activities commemorates along with many other non-governmental organizations the twentieth anniversary of its establishment, no longer finds its key importance in the affirmation of recent art practices through their recording and global and historical contextualization, but focuses on the problematization of structural and political issues posed by and in contemporary art and theory. The questioning of one's own position has become an ethical imperative of the art of the twenty-first century.
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Wan Abdullah, Wan Suhaimi, and Mohamad Fahroni Hamdan. "Contemporary Development in Western Philosophical Problematization of Evil: A Contextualized Overview." Jurnal Akidah & Pemikiran Islam 26, no. 1 (2024): 1–58. https://doi.org/10.22452/afkar.vol26no1.1.

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Western philosophical study of religion, particularly by the analytic philosophers in contemporary times, has raised many issues about religious truth in reference to theism. One of the major issues is their problematization of evil, which they treated as logical and evidential arguments against the existence of theistic God. With the consideration of being neutral and objective, their treatment of the problem assumes a dialectical relevance for the theists, including the Muslims, to respond in two customarily ways of either theodicy or defense. However, a question should rather be raised, at
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Carlos, Noel Mazia1* Marcos Cesar Danhoni Neves2 Josie Agatha Parrilha da Silva3. "PROBLEMATIZATION AND CONTEXTUALIZATION IN THE TEACHING OF PHYSICS AND THE CONTRIBUTION OF THE HISTORY OF SCIENCE." ISRG Journal of Humanities and Cultural Studies (ISRGJHCS) II, no. III (2025): 17–26. https://doi.org/10.5281/zenodo.15454709.

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<em>This paper discusses the daily life of teachers in schools, highlighting their difficulties in obtaining satisfactory results in the teaching-learning process. The objective of the paper is to present and describe a proposal for a didactic sequence as a way of expanding the possibility of student involvement in the search for knowledge that enables them to solve everyday problems and understand the world around them, through problematization and contextualization in the approach to the theme &ldquo;quantity of movement and its conservation&rdquo;. As a methodology, a qualitative approach w
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Jaeger, João, Istefani Carisio de Paula, Madalena Heinen, Aline Cafruni Gularte, Ghissia Hauser, and Victor Calcanhoto Phanebecker. "DEMAND-DRIVEN DESIGN STRATEGY FOR INTER-ORGANIZATIONAL CIRCULAR SYSTEM – THE VALORIZATION OF EXPANDED POLYSTYRENE IN BRAZIL." Proceedings of the Design Society 3 (June 19, 2023): 1177–86. http://dx.doi.org/10.1017/pds.2023.118.

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AbstractThe valorization of plastic wastes in the Circular Economy poses the challenge of developing inter-organizational systems. Concerning the implementation, the inter-organizational level consists of a set of companies from the same segment acting in different roles in the circular system. This research aims to demonstrate a structured method designed to develop a demand-driven inter-organizational closed-loop circular system for the valorization of packaging waste.The five-step method includes (i) Contextualization/problematization, (ii) Closed-loop system mapping, (iii) Closed-loop syst
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Jontes, Dejan, Maruša Pušnik, and Anamarija Šiša. "Advocates or observers? Slovenian newsworkers and climate change." Anthropological Notebooks 30, no. 1 (2024): 71–98. https://doi.org/10.5281/zenodo.11214246.

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This paper analyses perceptions of the climate crisis by newsworkers of Slovenian (online) media and their news coverage of this topic. Through qualitative analysis of the in-depth interviews, the paper offers insights into the attitudes, perceptions, and motivations of selected Slovenian journalists and editors about climate change reporting and new insights into journalism practice and environmental journalism in Slovenia in terms of the peculiarities and contextual factors that can influence coverage of extreme weather events and climate change. The results show that the environmental and c
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9

Marinho Crespo, Taíssa, and Valéria Da Silva Vieira. "Conquering "QUIMIVILLE":." Revista de Estudos e Pesquisas sobre Ensino Tecnológico (EDUCITEC) 7 (April 5, 2021): e135021. http://dx.doi.org/10.31417/https://doi.org/10.31417/educitec.v7.1350eng.

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Teaching chemistry should be instigating, problematizing, and challenging, in a way that the aim is to build the student's scientific knowledge. In this way, the present work seeks to contribute, descriptively, as a motivating tool for learning knowledge in the science area, with a focus on chemistry. It is noticed that even with the various current academic productions, there is a lack of works that portray the reality of the teacher in the classrooms in Youth and Adults Education (YAE), particularly with chemistry content. Intending to assist the challenges experienced by education professio
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Fonseca, Fernanda, Ricardo Deckmann Zanardini, and Éderson Cichaczewski. "A CONTEXTUALIZAÇÃO E PROBLEMATIZAÇÃO DO CONHECIMENTO CIENTÍFICO NO PROCESSO DE ENSINO-APRENDIZAGEM PARA A FORMAÇÃO DO ENGENHEIRO / CONTEXTUALIZATION AND PROBLEMATIZATION OF SCIENTIFIC KNOWLEDGE IN THE TEACHING-LEARNING PROCESS FOR ENGINEER TRAINING." Brazilian Journal of Development 6, no. 10 (2020): 75183–93. http://dx.doi.org/10.34117/bjdv6n10-081.

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Dissertations / Theses on the topic "Problematization and Contextualization"

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Ruas, Paloma Alinne Alves Rodrigues. "Interdisciplinaridade, problematização e contextualização: a perspectiva de um grupo de professores em um curso de formação." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10052017-144001/.

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De um lado, pesquisas educacionais retratam as contribuições da Alfabetização Científica e Tecnológica (ACT) para a formação do aluno. Por outro, observa-se uma lacuna no que diz respeito a estratégias didáticas que possibilitem ao professor trabalhar com a ACT em sala de aula. Neste trabalho apresentamos uma proposta metodológica que permite contemplar, por meio do desenvolvimento de um projeto, os objetivos da ACT, assim como romper com práticas que valorizam apenas o repasse de informações. Essa proposta é denominada Ilha Interdisciplinar de Racionalidade (IIR) onde a partir de uma situação
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Cerqueira, Dermeval Santos. "Implementação de inovações curriculares no Ensino Médio e formação continuada de professores: as lições de uma experiência." Pontifícia Universidade Católica de São Paulo, 2003. https://tede2.pucsp.br/handle/handle/18490.

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Made available in DSpace on 2016-04-29T14:32:24Z (GMT). No. of bitstreams: 1 dissertacao_dermeval_santos_cerqueira.pdf: 1699250 bytes, checksum: c2dc742628ee34247617dcbb4c9bce5d (MD5) Previous issue date: 2003-10-22<br>The subject of this present work The implementation of curriculum innovation in high school teaching and teacher continuing graduation: lessons of experience aims to search for directions for high school teachers undergraduation hoping themto get used of new curriculum elements such as problem solution, the interdisciplinary connection, contextualization concernig the Math
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Book chapters on the topic "Problematization and Contextualization"

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Ticle, Erika Mara Nogueira de Santana, Danielle Cristina Pereira, and Antônio Fernandes Nascimento Júnior. "Pedagogical practice and the film "School of Rock": Possible dialogues on teacher mediation." In Academic Education Navigating the Path of Knowledge. Seven Editora, 2024. http://dx.doi.org/10.56238/sevened2023.008-027.

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Teacher education in Brazil has been a subject of great interest to researchers who are dedicated to finding solutions to problems arising from the neoliberal ideology that promotes precariousness of teaching work and dismantles national education. Joining efforts in the resistance against this reality, we aim to combine art with education, in order to, through the film "Escola do Rock" (2003), analyze a pedagogical practice. Thus, we identify the stages that marked the protagonist's action, culminating in a general analysis of the experience portrayed in the film, dialoguing with authors who
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Journal articles
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