4 results on '"Porto, Silvia"'
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2. Prática profissional do assistente social e suspeita de negligência em crianças e adolescentes
- Author
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Porto, Silvia Leticia Morabito, primary, Fachin, Meiriani Rodrigues, additional, and Serrano, Luzia Cristina de Almeida, additional
- Published
- 2022
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3. Students strategies for the calculation of severity in traditional and investigative activities carried out in material and virtual environments
- Author
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Porto, Silvia Carla Cerqueira, Neiva, Amanda Amantes, Teixeira, Elder Sales, Oliveira, Elrismar, Coelho, Geide Rosa, and Rosa, Katemari
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ambiente de ensino ,teaching environment ,CIENCIAS HUMANAS [CNPQ] ,habilidade ,taxonomia SOLO ,experimental practice ,prática experimental ,pêndulo simples ,taxonomy SOLO ,skill ,simple pendulum - Abstract
Submitted by Silvia Porto (fisporto@yahoo.com.br) on 2022-07-18T17:40:52Z No. of bitstreams: 1 TESE_SILVIA_CARLA_CERQUEIRA_PORTO.pdf: 2195336 bytes, checksum: cc8fe8902c7a102f86a67d4ee381486c (MD5) Approved for entry into archive by Eleonora Guimaraes (esilva@ufba.br) on 2022-07-18T20:58:53Z (GMT) No. of bitstreams: 1 TESE_SILVIA_CARLA_CERQUEIRA_PORTO.pdf: 2195336 bytes, checksum: cc8fe8902c7a102f86a67d4ee381486c (MD5) Made available in DSpace on 2022-07-18T20:58:53Z (GMT). No. of bitstreams: 1 TESE_SILVIA_CARLA_CERQUEIRA_PORTO.pdf: 2195336 bytes, checksum: cc8fe8902c7a102f86a67d4ee381486c (MD5) Previous issue date: 2022-05-05 Essa tese apresenta uma investigação sobre as estratégias utilizadas pelos estudantes para resolver uma prática experimental sobre conteúdos formais (Pêndulo Simples), quando apresentada de natureza tradicional (tarefas) e investigativa (desafios) em dois ambientes distintos: material e virtual. O método de análise utilizado foi fundamentalmente misto, pautado em análise exploratória, testes estatísticos, bem como na classificação das estratégias a partir de um sistema categórico de habilidades e da Taxonomia SOLO. Tivemos a participação de cerca de 341 estudantes de 12 turmas do Ensino Médio Integrado de uma escola pública federal, em dois campi. A tese é em formato multipaper e contêm quatro artigos. O primeiro artigo teve como objetivo investigar quais foram as estratégias utilizadas pelos estudantes ao realizarem a prática experimental, quando apresentada de natureza tradicional e investigativa. Os resultados mostraram que habilidades de duas naturezas foram mobilizadas pelos estudantes no momento de resolução da/o tarefa/desafio: procedimental e interpretativa. Para a habilidade procedimental identificamos cinco tipos específicos de categorias, inferidas a partir das respostas dos estudantes: habilidade em executar medidas (EXM); habilidade em fazer cálculo de média (FCM); habilidade em resolver equações matemáticas (EQM); habilidade em aplicar regras matemáticas (ARM) e a categoria própria da atividade investigativa: habilidade em propor a solução do problema (PSP). Já para a interpretativa, identificamos a categoria habilidade de verificar (examinar) a validade da resposta encontrada (VRE). Os resultados apontam que a habilidade procedimental, para a amostra geral de respondentes, é significativamente diferente da habilidade interpretativa, sendo maior essa última. Quando realizamos a análise de acordo com a natureza da atividade respondida, identificamos que a atividade tradicional demandou habilidades do tipo procedimental e interpretativa de maneira adequada. Já a atividade investigativa demandou mais a mobilização das habilidades procedimentais EQM e EXM, e a habilidade interpretativa VRE. Testes estatísticos mostraram que existem diferenças significativas entre as habilidades mobilizadas pela atividade tradicional e a atividade investigativa. O segundo artigo teve como objetivo investigar quais as estratégias utilizadas pelos estudantes ao realizarem a prática experimental, quando apresentada de natureza tradicional e investigativa em dois ambientes distintos: material/virtual. Dessa forma fizemos a comparação geral em relação ao ambiente em que a atividade foi realizada. Testes estatísticos mostraram que o ambiente material mobilizou mais habilidades associadas ao momento em que o estudante coloca seu conhecimento em ação para realizar a parte procedimental, e o ambiente virtual mobilizou mais a habilidade de natureza interpretativa. Quando analisamos se o fator ambiente (material/virtual) atuou de maneira diferente no momento em que foram aplicadas as atividades tradicional e investigativa, verificamos que: tanto o ambiente material como o virtual promoveu a mobilização de habilidades específicas de maneira diferenciada quando foi aplicada a atividade investigativa; quando foi aplicada a atividade tradicional apenas o ambiente material promoveu a mobilização de habilidades específicas. O terceiro artigo investigou o grau de profundidades em que as habilidades do tipo procedimental e interpretativa se apresentaram inferidas nas respostas à/ao tarefa/desafio. Construímos uma ferramenta metodológica para investigarmos aspectos do emprego de diferentes habilidades nos seus distintos níveis de complexidade em atividades de natureza experimental, mas com características distintas, tanto em termos de abordagem como em termos de ambiente de aplicação. Verificamos que, ao aplicarmos as atividades tradicionais e investigativas nos ambientes de ensino material e virtual, houve a explicitação de habilidades de planejamento, execução e avaliação para ambos os ambientes em diferentes graus de profundidade a depender de sua natureza. Quando levamos em consideração o aspecto ambiente e natureza da atividade utilizada, verificamos que a habilidade procedimental, associada ao uso da ferramenta matemática, foi a que apresentou maior nível de complexidade. O quarto artigo teve como objetivo investigar a existência de possíveis preditores de aprendizagem que podem exercer influência no momento em que os estudantes utilizam as estratégias de aprendizagem para resolver a atividade tradicional/investigativa no ambiente de ensino material/virtual. Através de uma análise exploratória, verificamos que três preditores atuaram: gênero, curso e instituição. Ao consideramos a natureza da atividade e o tipo de ambiente de ensino em que a prática experimental foi realizada, verificamos que a influência dos preditores se deu em habilidades específicas a depender da natureza da atividade resolvida e do tipo de intervenção aplicada. This thesis presents an investigation about the strategies used by students to solve an experimental practice on formal content (Simple Pendulum), when presented in a traditional (tasks) and investigative (challenges) nature in two distinct environments: material and virtual. The analysis method used was fundamentally mixed, based on exploratory analysis, statistical tests, as well as the classification of strategies from a categorical system of skills and SOLO Taxonomy. We had the participation of about 341 students from 12 integrated high school classes of a federal public school, on two campi. The thesis is in multipaper format and contains four articles. The first article aims to investigate which strategies were used by students when performing the experimental practice, when presented in a traditional and investigative nature. The results showed that skills of two natures were mobilized by the students at the time of task/challenge resolution: procedural and interpretative. For the procedural ability we identified five specific types of categories, inferred from the students' answers: ability to execute measures (EXM); ability to do average calculation (FCM); ability to solve mathematical equations (EQM); ability to apply mathematical rules (ARM) and the category of investigative activity: ability to propose a solution to the problem (PSP). For the interpretive, we identified the category ability to verify (examine) the validity of the answer found (VRE). The results indicate that the procedural ability, for the general sample of respondents, is significantly different from the interpretive ability, however, the last one is more considered. When we performed the analysis according to the nature of the activity answered, we identified that the traditional activity required procedural and interpretive skills in a balanced way. On the other hand, the investigative activity required more the mobilization of the procedural skills EQM and EXM, and the interpretive ability VRE. Statistical tests showed that there are significant differences between the skills mobilized by traditional activity and investigative activity. The second article aimed to investigate which strategies the students used when performing the experimental practice, when presented in a traditional and investigative nature in two different environments: material/virtual. Thus, we made the general comparison in relation to the environment in which the activity was carried out. Statistical tests showed that the material environment mobilized more skills associated with the moment when the student puts his knowledge into action to perform the procedural part, and the virtual environment mobilized more the skill of interpretive nature. When we analyzed whether the environmental factor (material/virtual) acted differently at the time when traditional and investigative activities were applied, we found that: both the material and virtual environments promoted the mobilization of specific skills differently when the investigative activity was applied; when the traditional activity was applied only the material environment promoted the mobilization of specific skills. The third article investigated the degree of depths in which procedural and interpretative skills were inferred in the responses to the task/challenge. We have built a methodological tool to investigate aspects of the use of different skills, in its different levels of complexity in experimental activities, but with distinct characteristics, both in terms of approach and in terms of application environment. We verified that, when applying traditional and investigative activities in material and virtual, teaching environments there was the explicitness of planning, execution and evaluation skills for both environments in different degrees of depth depending on their nature. When we took into account the environmental aspect and nature of the activity used, we verified that the procedural ability associated with the use of the mathematical tool was the one with the highest level of complexity. The fourth article aimed to investigate the existence of possible predictors of learning that can influence the moment when students use learning strategies to solve traditional/investigative activity in the material/virtual teaching environment. Through an exploratory analysis we verified that three predictors acted: gender, course and institution. When we considered the nature of the activity and the type of teaching environment in which the experimental practice was performed, we verified that the influence of the predictors occurred on specific skills depending on the nature of the activity solved and the type of intervention applied.
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- 2022
4. The spectral profile of cortical activation during a visuospatial mental rotation task and its correlation with working memory.
- Author
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Figueiredo Anomal, Renata, Soares Brandão, Daniel, Lacerda de Souza, Rafaela Faustino, Silva de Oliveira, Sóstenes, Beltrame Porto, Silvia, Hazin Pires, Izabel Augusta, and Pereira Jr., Antonio
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MENTAL rotation ,SHORT-term memory ,MENTAL representation ,FRONTOPARIETAL network ,PARIETAL lobe ,SPATIAL behavior - Abstract
Introduction: The search for a cortical signature of intelligent behavior has been a longtime motivation in Neuroscience. One noticeable characteristic of intelligence is its association with visuospatial skills. This has led to a steady focus on the functional and structural characteristics of the frontoparietal network (FPN) of areas involved with higher cognition and spatial behavior in humans, including the question of whether intelligence is correlated with larger or smaller activity in this important cortical circuit. This question has broad significance, including speculations about the evolution of human cognition. One way to indirectly measure cortical activity with millisecond precision is to evaluate the event-related spectral perturbation (ERSP) of alpha power (alpha ERSP) during cognitive tasks. Mental rotation, or the ability to transform a mental representation of an object to accurately predict how the object would look from a different angle, is an important feature of everyday activities and has been shown in previous work by our group to be positively correlated with intelligence. In the present work, we evaluate whether alpha ERSP recorded over the parietal, frontal, temporal, and occipital regions of adolescents performing easy and difficult trials of the Shepard-Metzler's mental rotation task, correlates or are predicted by intelligence measures of the Weschler's intelligence scale. Methods: We used a database obtained from a previous study of intellectually gifted (N = 15) and average intelligence (N = 15) adolescents. Results: Our findings suggest that in challenging task conditions, there is a notable difference in the prominence of alpha event-related spectral perturbation (ERSP) activity between various cortical regions. Specifically, we found that alpha ERSP in the parietal region was less prominent relative to those in the frontal, temporal and occipital regions. Working memory scores predict alpha ERSP values in the frontal and parietal regions. In the frontal cortex, alpha ERSP of difficult trials was negatively correlated with working memory scores. Discussion: Thus, our results suggest that even though the FPN is task-relevant during mental rotation tasks, only the frontal alpha ERSP is correlated with working memory score in mental rotation tasks. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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