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Papers by Gustavo Guttmann

Apresenta uma proposta para realizacao de uma aula interdisciplinar entre Fisica, Educacao – Fisi... more Apresenta uma proposta para realizacao de uma aula interdisciplinar entre Fisica, Educacao – Fisica e Matematica. Esta proposta se baseia na metodologia da aprendizagem significativa de David Ausubel. Foram utilizados como organizadores previos quatro experimentos: 1-Corrida, o aluno teve a oportunidade de medir uma distância e marcar o tempo gasto para percorre-la, podendo determinar a velocidade media. 2-Atrito, utilizando dois pneus, um com um feltro em baixo e o outro nao, os alunos puderam experimentar a diferenca da forca para puxa-los devido ao atrito. 3-Roldanas, com uma roldana fixa e, depois, com uma roldana movel os alunos levantaram uma mesma massa podendo verificar que com a roldana movel a forca aplicada para icar a massa e menor. 4- Alavanca, com alavancas de diferentes tamanhos os alunos levantaram massas iguais e verificaram que empregando-se a alavanca de comprimento maior a forca aplicada e menor.

Este trabalho se propoe a contribuir para a construcao de cenarios mais favoraveis a utilizacao d... more Este trabalho se propoe a contribuir para a construcao de cenarios mais favoraveis a utilizacao de TICs em sala de aula. Para isso foi proposta uma experiencia em sala de aula no curso regular de Fisica para o Ensino Medio onde os alunos foram incentivados ao uso de seus dispositivos conectados a internet, durante a aula, principalmente smartphones. O projeto teve como tema a Mobilidade Urbana e buscou avaliar a construcao de estrategias menos expositivas por parte do professor e mais ativa por parte dos alunos. Toda a pesquisa buscou avaliar o impacto da atividade, metodos de organizacao e pesquisa baseados em TICs e a possibilidade de um papel mais adequado para o professor e para os alunos.

EDULEARN18 Proceedings, 2018

The urban societies have been experiencing a great revolution in the last decade. New devices and... more The urban societies have been experiencing a great revolution in the last decade. New devices and apps have been introduced in the day by day of people and changed completely the way of work, of fun and mainly the way of people to interact. The classroom has not stayed out of this revolution. Where before there was a chalkboard, pens, notebooks or papers and scissors, today we find smartboards, slide projectors, TVs and, much more recently and without asking teachers for permission, smartphones, that were introduced in this environment inside the students' pockets. The classrooms that before were closed spaces were transformed into open spaces for the world through the new technologies of information and communication. The walls of the classrooms have been shot down. A new reality of learning emerged from this process. The Science, Technology, Engineering, and Mathematics (STEM) education is not immune to this revolution mainly because it has a scientific and technological base. The STEM education should pay attention to two issues: a) for what world it is preparing the students? b) In what world is preparing the students? The first issue is harder because needs to establish future scenarios and this is not completely possible for a long term. The second issue refers to adapt the STEM education to actual stage of the technological society. There are two types of technologies that teachers should pay attention: a) those that are created to supply the needs of STEM environments, like smartboards, experimental kits, and educational apps; b) those that enter into the STEM environments in the pocket of students without license of teachers, like the smartphones. They are a cultural creation and shouldn't be kept out of classes. Both can be in dialog. This paper will be focusing on the role played by some devices and apps used in a STEM class and their relationship with the students. In this case, it will intend to understand: What is the role that these devices perform in the getting information process? b) How is developed the interaction between human and non-human actors? c) Where (websites) the students get information? What the quality of that information? d) How the students link that information with a scientific issue? That information provides data to support an argumentation? Using a learning strategy known as " Six Thinking Hats " (STH) it was the proposal for a group of 15 students a Socio-scientific Issue about the use of cellphones and their effect on human health. The students worked in collaboration using several devices and apps. All the activity was recorded by a video for posterior analysis. The images revealed the symbiosis of human and non-humans actors in the learning processes and how it was established the flow of information among them. The source of information was considered trustworthy, but the students didn't get scientific data to base arguments. They used only fragments from stories from the press. In this research was possible to mapping the collaboration's process of students working in the STEM environment. The images were captured by video and transcriptions were made for a map showing the two dimensions: the flow of information and the flow of devices. It was considered all actants presents in the process: students, the teacher, software, and devices.

International Journal of Science and Mathematics Education, 2019

The introduction of makerspaces in Science, Technology, Engineering, and Math education caused ne... more The introduction of makerspaces in Science, Technology, Engineering, and Math education caused new challenges in research: learning in this innovative environment and the exchange of knowledge. The collaboration is the essence of most parts of activities in these spaces, and the exchange of information is the way to learning. It is usual to analyze the collaboration only among human actors. It is also usual to forget the role of non-human actors in this process. This paper analyzes the role of human and non-human actors in a maker activity. The teachers and researchers proposed a challenge to High School students in Brazil where the students were instructed to build a bag to transport some screws. During the process, some videos were made and later tools of video analyses and Social Network Analyses were used to produce topologies of information exchanges among the teacher, students, and artifacts. The results showed that both artifacts and environment layout play an important role in this process. Keywords Actor-network theory. Innovative learning environments. Knowledge networks. Makerspace Makerspaces as Learning Environments The traditional classroom is an environment where almost all interactions happen between the teacher and the students. Sometimes, it is possible for some interaction among students to exist, but most of the time, there is a flow of information moving only in one direction. Makerspaces are more complex environments than the traditional

Caderno Brasileiro de Ensino de Física, 2015

Nesse artigo será apresentada uma proposta de introdução de questões relativas à Natureza da Ciên... more Nesse artigo será apresentada uma proposta de introdução de questões relativas à Natureza da Ciência a partir da confrontação de duas teorias distintas sobre a origem do universo. Esse trabalho foi desenvolvido junto a turmas de Ensino Médio de uma escola do Rio de Janeiro. As teorias são divergentes, sendo uma defensora de um universo com uma origem definida, o Big Bang, e a outra de um Universo Eterno. Ao final do trabalho foi possível aferir que os alunos passaram a ter uma visão mais complexa sobre Ciência.

International Journal of Science and Math Education, 2019

The introduction of makerspaces in STEM education caused new challenges in research: learning in ... more The introduction of makerspaces in STEM education caused new challenges in research: learning in this innovative environment and the exchange of knowledge. The collaboration is the essence of most parts of activities in these spaces and the exchange of information is the way to learning. It is usual to analyze the collaboration only among human actors. It is also usual to forget the role of non-human actors in this process. This paper analyzes the role of human and non-human actors in a maker activity. The teachers and researchers proposed a challenge to High School students in Brazil where the students were instructed to build a bag to transport some screws. During the process some videos were made and later tools of Video-Analyses and Social Network Analyses were used to produce topologies of information exchanges among the teacher, students, and artifacts. The results showed that both artifacts and environment layout play an important role in this process.

EDULEARN, 2018

The urban societies have been experiencing a great revolution in the last decade. New devices and... more The urban societies have been experiencing a great revolution in the last decade. New devices and apps have been introduced in the day by day of people and changed completely the way of work, of fun and mainly the way of people to interact. The classroom has not stayed out of this revolution.
Where before there was a chalkboard, pens, notebooks or papers and scissors, today we find smartboards, slide projectors, TVs and, much more recently and without asking teachers for permission, smartphones, that were introduced in this environment inside the students' pockets. The classrooms that before were closed spaces were transformed into open spaces for the world through the new technologies of information and communication. The walls of the classrooms have been shot down. A new reality of learning emerged from this process.
The Science, Technology, Engineering, and Mathematics (STEM) education is not immune to this revolution mainly because it has a scientific and technological base. The STEM education should pay attention to two issues: a) for what world it is preparing the students? b) In what world is preparing the students? The first issue is harder because needs to establish future scenarios and this is not completely possible for a long term. The second issue refers to adapt the STEM education to actual
stage of the technological society. There are two types of technologies that teachers should pay attention:
a) those that are created to supply the needs of STEM environments, like smartboards,
experimental kits, and educational apps;
b) those that enter into the STEM environments in the pocket of students without license of teachers, like the smartphones. They are a cultural creation and shouldn't be kept out of classes. Both can be in dialog. This paper will be focusing on the role played by some devices and apps used in a STEM class and their relationship with the students. In this case, it will intend to understand: What is the role that these devices perform in the getting information process?
b) How is developed the interaction between human and non-human actors?
c) Where (websites) the students get information? What the quality of that information?
d) How the students link that information with a scientific issue? That information provides data to support an argumentation? Using a learning strategy known as “Six Thinking Hats” (STH) it was the proposal for a group of 15 students a Socio-scientific Issue about the use of cellphones and their effect on human health. The students worked in collaboration using several devices and apps. All the activity was recorded by a video for posterior analysis. The images revealed the symbiosis of human and non-humans actors in the learning processes and how it was established the flow of information among them. The source of information was considered trustworthy, but the students didn't get scientific data to base arguments. They used only fragments from stories from the press. In this research was possible to mapping the collaboration's process of students working in the STEM environment. The images were captured by video and transcriptions were made for a map showing the two dimensions: the flow of information and the flow of devices. It was considered all actants presents in the process: students, the teacher, software, and devices.

Resumo Este trabalho apresenta parte de uma pesquisa exploratória sobre as percepções de alunos e... more Resumo Este trabalho apresenta parte de uma pesquisa exploratória sobre as percepções de alunos em relação à construção do conhecimento científico. A pesquisa foi realizada em cinco escolas, sendo quatro de ensino médio e uma superior. Apesar de projetar uma tendência na direção de uma visão racionalista-realista, os resultados apresentaram-se ainda incipientes, apontando para um aprofundamento da investigação com outras metodologias de pesquisa qualitativa. A investigação visa a elaboração de material didático de história e filosofia da ciência para o ensino médio. Abstract This paper presents part of a survey on the perceptions of students regarding the construction of scientific knowledge. The research was conducted in five schools: 4 high school and 1 college. Despite to design a tendency to rationalism-realism vision, the results presented are still incipient, pointing to a deepening of research with other qualitative methodologies. The research aims at the development of teach...

Resumo Nesse artigo será apresentada uma proposta de introdução de questões relativas à Natureza ... more Resumo Nesse artigo será apresentada uma proposta de introdução de questões relativas à Natureza da Ciência a partir da confrontação de duas teorias distintas sobre a origem do universo. Esse trabalho foi desenvolvido jun-to a turmas de Ensino Médio de uma escola do Rio de Janeiro. As teori-as são divergentes, sendo uma defensora de um universo com uma ori-gem definida, o Big Bang, e a outra de um Universo Eterno. Ao final do trabalho foi possível aferir que os alunos passaram a ter uma visão mais complexa sobre Ciência. Abstract This paper presents an educational activity in which the Nature of Science is discussed from a confrontation between two distinct theories about the origin of the universe. These activities were developed in a high school in Rio de Janeiro. These theories are divergent; one defends that the universe has a defined origin, the Big Bang, and the other an + The origin of the universe as a topic to discuss the Nature of Science in High School

EDULEARN18 Proceedings, 2018

International Journal of Science and Mathematics Education, 2019

Caderno Brasileiro de Ensino de Física, 2015

International Journal of Science and Math Education, 2019

EDULEARN, 2018

The urban societies have been experiencing a great revolution in the last decade. New devices and... more The urban societies have been experiencing a great revolution in the last decade. New devices and apps have been introduced in the day by day of people and changed completely the way of work, of fun and mainly the way of people to interact. The classroom has not stayed out of this revolution.
Where before there was a chalkboard, pens, notebooks or papers and scissors, today we find smartboards, slide projectors, TVs and, much more recently and without asking teachers for permission, smartphones, that were introduced in this environment inside the students' pockets. The classrooms that before were closed spaces were transformed into open spaces for the world through the new technologies of information and communication. The walls of the classrooms have been shot down. A new reality of learning emerged from this process.
The Science, Technology, Engineering, and Mathematics (STEM) education is not immune to this revolution mainly because it has a scientific and technological base. The STEM education should pay attention to two issues: a) for what world it is preparing the students? b) In what world is preparing the students? The first issue is harder because needs to establish future scenarios and this is not completely possible for a long term. The second issue refers to adapt the STEM education to actual
stage of the technological society. There are two types of technologies that teachers should pay attention:
a) those that are created to supply the needs of STEM environments, like smartboards,
experimental kits, and educational apps;
b) those that enter into the STEM environments in the pocket of students without license of teachers, like the smartphones. They are a cultural creation and shouldn't be kept out of classes. Both can be in dialog. This paper will be focusing on the role played by some devices and apps used in a STEM class and their relationship with the students. In this case, it will intend to understand: What is the role that these devices perform in the getting information process?
b) How is developed the interaction between human and non-human actors?
c) Where (websites) the students get information? What the quality of that information?
d) How the students link that information with a scientific issue? That information provides data to support an argumentation? Using a learning strategy known as “Six Thinking Hats” (STH) it was the proposal for a group of 15 students a Socio-scientific Issue about the use of cellphones and their effect on human health. The students worked in collaboration using several devices and apps. All the activity was recorded by a video for posterior analysis. The images revealed the symbiosis of human and non-humans actors in the learning processes and how it was established the flow of information among them. The source of information was considered trustworthy, but the students didn't get scientific data to base arguments. They used only fragments from stories from the press. In this research was possible to mapping the collaboration's process of students working in the STEM environment. The images were captured by video and transcriptions were made for a map showing the two dimensions: the flow of information and the flow of devices. It was considered all actants presents in the process: students, the teacher, software, and devices.