Page 1. Autores: Édison José de Paula Estela Maria Plastino Eurico Cabral de Oliveira Flávio Ber... more Page 1. Autores: Édison José de Paula Estela Maria Plastino Eurico Cabral de Oliveira Flávio Berchez Fungyi Chow Mariana Cabral de Oliveira INTRODUÇÃO À BIOLOGIA DAS CRIPTÓGAMAS Organizador: Fungyi Chow São Paulo 2007 Instituto de Biociências Page 2. ...
Emerging pedagogies and technologies are instrumental in adapting educational processes and tools... more Emerging pedagogies and technologies are instrumental in adapting educational processes and tools to changes and challenges of the contemporary world. Among them, the global climate changes, together with their associated processes and consequences, bring capital questions for education of all levels, from policymakers to elementary students. This chapter presents the conceptual and practical integration between emerging pedagogies, as outdoor, phenomenon-based education and citizen science, within a transdisciplinary framework, to be applied in formal basic education. Two successful case studies at coastal areas are presented. “Phenomenon-based education” is focused on real-world problem solving and interdisciplinary approaches. Natural environments, the most usual in “outdoor education,” offer countless complex and systemic phenomena for analysis, which require not only interdisciplinary collaboration, but also ethical and normative coordination, whence a “transdisciplinary” approach. “Citizen science” is a complementary instrument for studying and comprehending phenomena through actual scientific investigation. All of them are in agreement with “environmental education” principles, which, besides providing an integrated vision of the world that includes all living beings and their environments, also empower people to develop proactive and responsible reactions to social problems. Recent and emerging technologies, including digital media, by contributing to emerging pedagogies, have become important allies for education, especially when considering younger generations, for whom smartphones, tablets, and other devices are essential elements in their lifestyle. Several tools, such as “QR codes,” and their alternatives, viz., “radio frequency identification tags” (RFID) and “augmented reality,” are discussed, according to how they can be particularly applicable to outdoor education. Efficient “social network” and “educommunication” strategies are complementary educational instruments, fostered by new technologies and digital media, essential to sharing and multiplying highly successful results, and to enabling students, educators, and community members to discuss and solve socio-environmental problems. Our understanding is that these emergent pedagogies and technologies can increase the society’s access to formal and environmental education, thus corresponding to relevant tools to sustainability.
A rocky shores working group (WG) integrated with ReBentos (Monitoring Network for Coastal Benthi... more A rocky shores working group (WG) integrated with ReBentos (Monitoring Network for Coastal Benthic Habitats; Rede de Monitoramento de Habitats Bentônicos Costeiros) was created and linked to the Coastal Zones Sub Network of the Climate Network (MCT; Sub-Rede Zonas Costeiras da Rede Clima) and to the National Institute of Science and Technology for Climate Change (INCT-MC; Instituto Nacional de Ciência e Tecnologia para Mudanças Climáticas), to study the vulnerability of benthic communities on rocky shores and the effects of environmental changes on biomes in such environments along the Brazilian coast. The synthesis presented here was one of the products of this GT, and aimed to collect and review existing knowledge on benthic communities present on rocky shores of the Brazilian coast, their associated biodiversity, and the potential of future studies to accurately predict/measure the effects of climate change on such environments and their biota.
Page 1. Autores: Édison José de Paula Estela Maria Plastino Eurico Cabral de Oliveira Flávio Ber... more Page 1. Autores: Édison José de Paula Estela Maria Plastino Eurico Cabral de Oliveira Flávio Berchez Fungyi Chow Mariana Cabral de Oliveira INTRODUÇÃO À BIOLOGIA DAS CRIPTÓGAMAS Organizador: Fungyi Chow São Paulo 2007 Instituto de Biociências Page 2. ...
Emerging pedagogies and technologies are instrumental in adapting educational processes and tools... more Emerging pedagogies and technologies are instrumental in adapting educational processes and tools to changes and challenges of the contemporary world. Among them, the global climate changes, together with their associated processes and consequences, bring capital questions for education of all levels, from policymakers to elementary students. This chapter presents the conceptual and practical integration between emerging pedagogies, as outdoor, phenomenon-based education and citizen science, within a transdisciplinary framework, to be applied in formal basic education. Two successful case studies at coastal areas are presented. “Phenomenon-based education” is focused on real-world problem solving and interdisciplinary approaches. Natural environments, the most usual in “outdoor education,” offer countless complex and systemic phenomena for analysis, which require not only interdisciplinary collaboration, but also ethical and normative coordination, whence a “transdisciplinary” approach. “Citizen science” is a complementary instrument for studying and comprehending phenomena through actual scientific investigation. All of them are in agreement with “environmental education” principles, which, besides providing an integrated vision of the world that includes all living beings and their environments, also empower people to develop proactive and responsible reactions to social problems. Recent and emerging technologies, including digital media, by contributing to emerging pedagogies, have become important allies for education, especially when considering younger generations, for whom smartphones, tablets, and other devices are essential elements in their lifestyle. Several tools, such as “QR codes,” and their alternatives, viz., “radio frequency identification tags” (RFID) and “augmented reality,” are discussed, according to how they can be particularly applicable to outdoor education. Efficient “social network” and “educommunication” strategies are complementary educational instruments, fostered by new technologies and digital media, essential to sharing and multiplying highly successful results, and to enabling students, educators, and community members to discuss and solve socio-environmental problems. Our understanding is that these emergent pedagogies and technologies can increase the society’s access to formal and environmental education, thus corresponding to relevant tools to sustainability.
A rocky shores working group (WG) integrated with ReBentos (Monitoring Network for Coastal Benthi... more A rocky shores working group (WG) integrated with ReBentos (Monitoring Network for Coastal Benthic Habitats; Rede de Monitoramento de Habitats Bentônicos Costeiros) was created and linked to the Coastal Zones Sub Network of the Climate Network (MCT; Sub-Rede Zonas Costeiras da Rede Clima) and to the National Institute of Science and Technology for Climate Change (INCT-MC; Instituto Nacional de Ciência e Tecnologia para Mudanças Climáticas), to study the vulnerability of benthic communities on rocky shores and the effects of environmental changes on biomes in such environments along the Brazilian coast. The synthesis presented here was one of the products of this GT, and aimed to collect and review existing knowledge on benthic communities present on rocky shores of the Brazilian coast, their associated biodiversity, and the potential of future studies to accurately predict/measure the effects of climate change on such environments and their biota.
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Papers by Flávio Augusto de Souza Berchez