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Studies in the field of science education have discussed using historical approaches. Although previous studies have shown the potential advantages to addressing national sciences in the classroom in countries underrepresented in the history of science, there are still few initiatives in this direction. Thus, this paper aims to explore a historical case study related to teaching Brazilian national science in a high school classroom to contribute to this line of research and evaluate how classroom dialogue and production relate to specific aspects of the historical case. The present study uses an adapted action research methodology with historical research conducted in an integrated manner with the case study in the classroom. The results showed that this adapted methodology could relate content to students' contexts by leading them to engage and identify with the historical case and the activity itself. Critical comments on this methodology are also presented. Using Brazilian science as the historical case study revealed some themes partially related to the Brazilian context. However, science content was more relevant to the students' context. Finally, some directions for future research are proposed, both for studies using the methodology presented and research on using the history of national sciences in countries underrepresented in the hegemonic history of science. [ABSTRACT FROM AUTHOR]

Since 2013, Brazil has been suffering from a political crisis characterized by intolerance between people with different ideological positions. In this paper, drawing on a collaborative auto-ethnography, we propose (1) a discussion about the effects of political rivalry and the severe government attacks on the education system, and the consequences for the classrooms in business schools, and (2) sharing our experience as scholars and professors who support critical positioning as a basis for teaching in a top-tier university in Brazil. We describe how polarization, and a politically sensitive scenario influenced the routine of classes and interactions with undergraduate students. We argue that empathy is fundamental for circumventing possible incidences of intolerance or political divergence in the classroom. At the same time, it is required that professors maintain their authenticity and not give up their political and ethical values, which are fundamental to how critical thinking is promoted in business management classes. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to discuss the pedagogical tools that can enhance transdisciplinarity in higher education and stimulate sustainability transitions, based on the case study of a partnership between the University of Brasilia and an ecovillage in Brazil. Design/methodology/approach: A qualitative study was carried out, based on professors' experience, students' reports and registration data. Emergent themes were discussed based on the concepts of sustainability transitions, transdisciplinarity and active/experiential learning methods. Findings: Undergraduate classes at the ecovillage have motivated students to work towards sustainability transitions by presenting them with new repertoires of sociotechnical configurations and social practices, by promoting a feeling of belonging and co-responsibility for the world and by a horizontal sharing of knowledge and affections that instigated reflections about their purposes in personal and professional life. Practical implications: This experience demonstrates the potential of transdisciplinary pedagogical approaches to education for sustainability that promote collaboration with different stakeholders and the reflection on individual and collective motives and values – the inner dimension of sustainability. Originality/value: It describes an innovative and transformative initiative in the heart of Latin America. [ABSTRACT FROM AUTHOR]

Copyright of Uni-Pluri/Versidad is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Organon (01026267) is the property of Revista Organon and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roteiro is the property of Roteiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This text is the result of research that has as its object of study the potential of local and regional History in the teaching and learning of History and an analysis of the commemorative centennial issue of Ituiutaba of the Jornal do Pontal (VI Year, Issue 951 process). From these studies, the paper presents a proposal of a sequence of lessons working in the context of questioning the official story of the city of Ituiutaba, State of Minas Gerais, Brazil. It was concluded that work in the classroom with regional and local History to articulate content and methodology, considering the contributions of the theory of History and drawing on multiple views, it is possible to provide students with learning experiences that develop critical insight, creative and transformative. [ABSTRACT FROM AUTHOR]

This research examined the modeling of productivity with thermal comfort using various models in a case study conducted in classrooms at a university in Southern Brazil. A total of thirteen models were selected after performing a literature review to identify the main models. Through the application of hierarchical clustering to separate the models into groups with similarities, the results identified four groupings: the first focused on temperature, the second associated age groups with Thermal Sensation Vote (TSV), the third compared different age groups, and the fourth highlighted "Model 11", derived from structural equations in air-conditioned classrooms in China, revealing poor performance due to its incompatibility with temperature variations in productivity. Meanwhile, "Model 5", developed using ordinary regression in air-conditioned offices in Japan, showed the lowest Root Mean Square Error (RMSE), emerging as the most accurate in predicting productivity associated with thermal comfort. The use of objective methods to assess productivity and the application of regression analysis in modeling, as identified in the literature review, is noteworthy. The evaluation of the models' performance also explored the impact of the independent variables on their scope. Through cluster analysis, reasons behind discrepancies in model performance were identified, providing insights into best practices for representing the relationship between thermal comfort and productivity. These results offer valuable perspectives for developing more effective models in this field and reveal a wide methodological diversity in the approach to the subject. [ABSTRACT FROM AUTHOR]

This paper aims to discuss the subjective development process of a child in the classroom, considering aspects that have facilitated school learning. A case study is presented of a second-year student in a public elementary school in Brazil, who, at the beginning of the research, had difficulties with socialization and learning. The theoretical framework used is the Theory of Subjectivity, within a cultural-historical approach, together with its epistemological and methodological proposals, Qualitative Epistemology and the constructive-interpretative method. The main instruments were conversational dynamics and various interactive sessions, which have been expanded to the classroom context, since they generated valuable dialogical, social and relational context. The participant has become active, has gained her place in the classroom, has engaged in activities, and has thus significantly advanced in her learning. The outcomes achieved by the child point to the importance of creating everyday pedagogical strategy contexts which are less expositive and more dialogical, so new networks of relationships favour the coordination of operational processes of learning with processes of subjective development. [ABSTRACT FROM AUTHOR]

Despite the fact that in Brazil, schools rarely give attention to the importance of properly using strategies applied for mathematics in classroom, there are many works to show the importance of the ability in understanding them. One area of interest related to this issue is the didactic of mathematics in France. Here we give a panoramic vision of this area of study. This paper also analyzes a study of elementary algebra using a didactic sequence with balance scale to see if students make sense of the strategies learned. At the same time the usefulness of this cultural artifact used as an instructional aim is verified. [ABSTRACT FROM AUTHOR]

This study investigated students' perceptions of mobile device usage and policies to manage digital disruptions in the classroom. A survey was conducted with 173 undergraduates at a Federal Institute in Brazil. Data analysis suggested students' occasional use of key mobile applications for content and non-content. Most of the students favoured permissive rather than restrictive policies. Findings also suggested significant differences in perceptions in relation to some of the policy statements according to age and program. The study concluded that students' contributions to policies need to be supported with discussions with instructors and other stakeholders to help them develop more understanding of the benefits and pitfalls of mobile technology in the classroom to ensure compliance. In this joint effort, students are contributors of policies, alongside stakeholders where diverse and differing opinions are reconciled to create policies that are appropriate to all involved. Recommendations for future research were discussed. [ABSTRACT FROM AUTHOR]

This study assesses the pedagogical value of film as case material, and whether that value is affected by the different national and institutional contexts of the students engaging that text. We test whether students in two different Theories of International Relations (IR) classrooms—one in Brazil and one in the United States—demonstrated a statistically significant, different level of increased knowledge, understanding, or ability to apply theoretical frameworks to real-world cases. Students in each class cover the same theoretical approaches using the same focused readings on theories of foreign policy decision making, and then they view the same film,Thirteen Days, to which they apply these theoretical frameworks. Using a quasi-experimental design, we use pre- and posttest surveys or “quizzes” to directly measure students' knowledge about the case and the ability to apply IR theories to it. We also measure film's utility indirectly by asking questions about students' perceptions of their own understanding of the cases, and their perceptions of the utility of film as a tool in the IR classroom on those surveys. The film selected is a U.S. film about a U.S. case, making the comparative effect of the film on Brazilian and U.S.-based students particularly interesting. [ABSTRACT FROM PUBLISHER]

This study deals with a standardized project in public schools in the Brazilian State of Paraná and analyzes acoustic and luminous qualities in classrooms. The acoustic analysis, conducted by measurements of background noise, reverberation time, and sound insulation, reveals the poor acoustic quality of the classrooms. Acoustic simulation results suggest the need for perforated plywood underneath the ceiling to reduce reverberation time and increase the overall acoustic comfort of the classrooms. The luminous performance analysis is based on computational simulations with daylighting programs for different combinations of days, schedules, and solar orientation of the buildings. Results show daylighting levels for various positions of the building. This allows the designer to choose the best way of siting the building with respect to aspects of the locality and the resulting quality of the indoor space. Finally, shading elements are designed for each orientation in order to improve daylighting levels and the building's overall thermal performance. [ABSTRACT FROM AUTHOR]

This article describes the results of a study on user behavior in relation to environmental comfort conditions. A case study was conducted in school buildings in the region of the city of Campinas, São Paulo, Brazil. The methodology adopted was based on field observations of technical aspects of the school environment and of types of user behavior (interventions) that introduced changes in the classroom space. Questionnaires were applied to users. A follow-up study evaluated user perception of possible interventions. User knowledge on environmental comfort concepts was also assessed. The results of the case study showed few interventions by users in favor of their own comfort. Low participation results may, in part, be attributed to the context, where users, school children, are subject to discipline codes with restricted spontaneous behavior in favor of individual comfort. Environmental awareness should therefore be stimulated by teaching concepts of environmental comfort in primary and secondary schools. [ABSTRACT FROM AUTHOR]