https://repositorio.ufba.br/handle/ri/30481 2026-04-17T11:55:57Z 2026-04-17T11:55:57Z Souza, Ericarla de Jesus https://repositorio.ufba.br/handle/ri/44332 2026-04-06T20:25:18Z 2026-01-30T00:00:00Z

Ensino, aprendizagem e neurociência: investigando as relações da Memória de Trabalho e da Carga Cognitiva com a aprendizagem sobre eletricidade a partir de uma abordagem baseada em Metodologias Ativas Souza, Ericarla de Jesus Amantes, Amanda This study investigates the relationship between working memory, cognitive load, and learning in scientific tasks addressing the topic of electricity. A total of 88 students from higher education institutions in Northeastern Brazil participated, with 60 taking part in individual working memory tests. The research employed a didactic sequence based on Active Methodologies, implemented over six lessons, with data collected on performance, working memory profile, and perceptions of intrinsic, extraneous, and germane cognitive load. The analysis involved association tests between variables such performance difference (as an indicator of learning), cognitive load measured by the PAAS scale, and performance profile assessed through a Digit Span task. Statistical analyses included ANOVA, Spearman’s correlation, and Linear Mixed Models, given the longitudinal nature of the study. The results indicated that working memory profile was not significantly associated with either performance or cognitive load, suggesting that temporary information retention capacity is not a determining factor for scientific learning in this context. In contrast, performance showed significant associations with all three dimensions of cognitive load, demonstrating that mental effort varies according to changes in cognitive repertoire resulting from learning, as well as differences in task complexity. Another finding revealed a trend of decreasing extraneous cognitive load as students progressed, while intrinsic and germane load increased, indicating a dynamic relationship between acquired knowledge and the perception of cognitive effort. These findings underscore the importance of pedagogical planning that takes cognitive architecture and Cognitive Load Theory principles into account, as well as the use of Active Methodologies to modulate perceived effort and foster effective learning. Evidence also suggests that learning may be associated with other variables not analyzed in this study, such as executive functions like inhibitory control and cognitive flexibility, since working memory appears unrelated to the learning process. UNIVERSIDADE FEDERAL DA BAHIA Tese

2026-01-30T00:00:00Z Oliveira, Mário Cézar Amorim de https://repositorio.ufba.br/handle/ri/44331 2026-04-06T20:02:26Z 2025-03-17T00:00:00Z

Rumo a uma Natureza da Biologia: estado da questão na pesquisa brasileira sobre aspectos da natureza da ciência (NdC) e sua abordagem no ensino de Biologia. Oliveira, Mário Cézar Amorim de El Hani, Charbel Niño In our doctoral thesis, we aimed to understand the state of the art (SoA) of Brazilian academic production on the Nature of Science (NOS) in Biology Education, analyzing 103 documents (45 dissertations, 15 theses, and 43 articles) published between 1982 and 2021, with an irregular distribution over this period, which allowed the identification of three historical periods: (1) Initiation/Exploration (1980s-1990s), marked by pioneering studies such as Fracalanza (1982); (2) Expansion (2000s), influenced by the Consensus View (CV) of authors like Lederman (1992), focusing on diagnosing naive conceptions of students and teachers; and (3) Consolidation (post-2011), characterized by quantitative growth (61.7% of dissertations/theses and 81.4% of articles) and qualitative improvement, with 83.7% of articles published in high-impact journals (Qualis A1-A4). The results showed that 37.8% of the studies focused on Curricula and Material Resources (CMR), revealing simplistic representations of science in teaching materials but without advancing to proposals that integrate specific aspects of Biology. 25.2% focused on Student Ideas (SI), uncovering conceptions such as neutrality and linearity of knowledge, with good pedagogical interventions in Higher and Secondary Education classes but neglecting the early years of Elementary Education. Methodologically, 91.3% of the works were empirical, with a predominance of descriptive analyses (53.4%), while theoretical essays (5.8%) and experience reports (2.9%) were scarce, indicating a lack of reflections on the uniqueness of Biology. The analysis identified the hegemony of the Consensus View (CV) (75.2%), which, although useful for diagnostics, proved limited in exploring the specificities of Biology, such as methodological plurality or historical contextualization. Curriculum models such as the Family Resemblance Approach (FRA/RFN) (2.9%) and the Comprehensive View (8.6%) are underrepresented in our corpus. Thus, we consider that, although Brazilian research has advanced in critical diagnostics, it lacks proposals that articulate NOS to the epistemological specificities of Biology. To overcome these gaps, we point to the need to: 1. integrate philosophical debates in Biology with aspects of NOS in the pursuit of establishing a Nature of Biology; 2. invest in curriculum models that encompass not only consensual aspects of NOS but also those that indicate the singularities of the sciences; and 3. expand the attention of the Biology education research community to levels and modalities of education that are still neglected, ensuring that science education dialogues with the challenges of a socioenvironmentally crisis-ridden world in the context of diverse educational realities. UNIVERSIDADE FEDERAL DA BAHIA Tese

2025-03-17T00:00:00Z Conceição, Ariana Sousa da https://repositorio.ufba.br/handle/ri/44330 2026-04-06T19:44:51Z 2026-01-29T00:00:00Z

Brilho oculto: uma análise sobre gênero e história da radioatividade em livros didáticos de ciências da natureza e suas tecnologias Conceição, Ariana Sousa da Pereira, Letícia dos Santos The history of radioactivity was built on the contributions of various scientists throughout different historical periods, including the participation of women whose careers were marked by countless social and structural obstacles in a field dominated mainly by men. Although they contributed significantly to the development of this area, many of them had their work minimised or rendered invisible in historical records and textbooks. Given that these teaching materials are one of the main tools for teaching chemistry and contribute to the construction of students' conceptions about science and scientists, it is essential to understand how the history of radioactivity and gender issues are presented in them. With this in mind, this dissertation aimed to analyse the historical approach to the content of radioactivity in Natural Sciences and Technology textbooks for secondary education, selected by the PNLD 2021-2024, considering how events, characters, and issues of gender and science related to the development of this field are presented in these works. The research was qualitative in nature, using the instrument proposed by Leite (2002), adapted by the author, which establishes criteria for identifying and evaluating the presence and quality of the history of science in textbooks. The results obtained indicated that the history of radioactivity is included in all the books analysed, although there are variations in the depth of the approaches and the diversity of scientists mentioned. Among the most recurring names are Wilhelm Röntgen, Antoine Henri Becquerel, Marie Curie, Pierre Curie, and Ernest Rutherford. It was observed that the materials reviewed correctly present information about the scientists, such as dates of birth and death, characteristics, awards, and discoveries, without resorting to the use of adjectives that reinforce stereotypes. In most books, scientists are presented individually, and the works use different resources, such as images of the scientists themselves, equipment and, in some cases, texts and photographs about nuclear accidents. Regarding the approach to gender and science issues, it was found that Marie Curie is the only woman present in all the books analysed, although other female scientists are also mentioned in some works. None of the books reinforced stereotypes that place women in a position of subordination to male scientists. However, in some situations, the contributions of these female researchers are presented in association with the work of their husbands or male colleagues, without due consideration of the challenges they face in scientific production. Furthermore, it was found that none of the works incorporated an intersectional perspective that considers social, cultural, and racial factors in the construction of scientific knowledge. Finally, some works present exercises that include both the History of Science and discussions on gender, without limiting themselves to issues related to conceptual content or mathematical calculations. Given this, it can be concluded that, despite the advances presented in some books, most works are limited to brief information about historical figures, with a focus on male figures. In addition, the research had some limitations, including the restricted scope of radioactivity content and the analysis of only seven PNLD books (2021-2024), which limited broader comparisons between publishers and different editions. Universidade Federal da Bahia Dissertação

2026-01-29T00:00:00Z Jesus, Fernanda Cristina Calheiros de https://repositorio.ufba.br/handle/ri/44198 2026-03-05T14:18:01Z 2025-12-18T00:00:00Z

A ciência mediada por mulheres: gênero e saber no livro conversations on chemistry de Jane Marcet Jesus, Fernanda Cristina Calheiros de Pereira, Letícia dos Santos In the early 19th century, when women's education was restricted and mediated by conceptions of intellectual inferiority, the writer Jane Marcet wrote a book in the form of a dialogue aimed at a female audience. It proposed introducing complex chemical concepts to readers through situations from their daily lives, articulating science and domestic experience. This book, Conversations on Chemistry, was initially published in 1805 and became a popular work, receiving support from illustrious chemists of the time, who saw the popularization of this science as an important part of its social legitimation. This dissertation presents Jane Marcet's *Conversations on Chemistry* (1817) with the aim of understanding how the female figure was represented in the work, whether as an educator, a scientist, or a curious student. We also seek to understand whether women are shown as capable of understanding and practicing science, or whether the work reinforced traditional roles for women. After all, for Marcet, could women be scientists, or was there a limitation? The initial chapter discusses women's access to scientific knowledge during the Enlightenment and highlights some figures who challenged social norms by participating in intellectual debates. In the central chapter, Marcet's work is examined, with an analysis of selected excerpts that demonstrate the construction of an educational space, the careful language directed at women, and the relationship between science and domestic morality. Through an analytical reading of the book, we found and grouped excerpts into emerging categories that we considered important due to their recurrence in the text and their relevance to the gender issues we sought to observe. Thus, we discussed the following categories: 1) Family Chemistry; 2) Gender Roles; 3) The Role of Women in Science. The research also identifies how Marcet, by translating and popularizing chemical concepts, acts as a mediator of scientific knowledge for women, but without threatening the moral and social conventions that still determined their place in society. Finally, we conclude that Conversations on Chemistry not only instructs on chemistry, but also highlights the gender barriers in science education during the period depicted, proposing a reflection on the limits and possibilities of the relationship between women and science in the 19th century and the strategies they used to appropriate this knowledge. Thus, Marcet's work is an important example of a work that presents the intersection between science, gender issues, and science pedagogy, contributing to the historical understanding of the conditions of access and participation of women in science. Universidade Federal da Bahia Dissertação

2025-12-18T00:00:00Z