O professor como mediador na construção das aprendizagens

Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1o Ciclo do Ensino BásicoO presente relatório emerge da Prática Supervisionada do final do Mestrado em Educação PréEscolar e Ensino do 1º Ciclo do Ensino Básico. O trabalho de investigação apresentado surge do estágio numa instituição privada com um grupo do 2º ano de escolaridade que integra 21 alunos. Tendo como objetivos caracterizar as estratégias de mediação de interações nos momentos de trabalho em grande grupo, e compreender de que forma promovem o avanço da discussão coletiva, elaboraram-se duas questões de investigação: 1) Que tipo de estratégias são usadas nos momentos coletivos? e 2) De que forma é que contribuem para avanços nos processos de aprendizagem?. Adotou-se uma metodologia qualitativa tendo sido realizada uma observação participante. Os instrumentos utilizados para a recolha de dados foram gravações áudio e excertos do Diário de Bordo. Analisaram-se as dinâmicas e diálogos do grupo e construíram-se duas grelhas, fazendo a ponte entre a teoria e experiência vivida, com categorias de intervenção do professor e categorias de intervenção das crianças. Consideraram-se cinco excertos de discussão, dois deles mediados pela professora cooperante e três mediados pela professora estagiária. Observou-se uma dinâmica de co-construção, em que o adulto promovia uma participação ativa das crianças através de práticas de questionamento, reformulação, sistematização e apelo ao envolvimento por meio de perguntas relacionadas com experiências anteriores das crianças. Observou-se que as crianças se apropriaram deste tipo de dinâmica, elaborando também elas, sistematizações e reformulações, associando-as ao pensamento de outros intervenientes do grupo. Verificou-se que as estratégias utilizadas contribuíram para o avanço nos processos de aprendizagem.ABSTRACT: The present report emerges from the Supervised Practice of the end of the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The research work presented arises from the internship in a private institution with a group of the 2nd year of schooling that integrates 21 students. With the objectives of characterizing the strategies for mediating interactions in large group work and understanding how they promote the advancement of collective discussion, two research questions were elaborated: 1) What kind of strategies are used in collective moments? and 2) How do they contribute to advances in learning processes? A qualitative methodology was adopted and a participant observation was carried out. The instruments used for data collection were audio recordings and excerpts from the Logbook. The dynamics and dialogues of the group were analyzed and two grids were built, bridging the gap between theory and lived experience, with categories of teacher intervention and categories of children's intervention. Five discussion excerpts were considered, two of them mediated by the cooperating teacher and three mediated by the trainee teacher. A dynamic of co-construction was observed, in which the adult promoted an active participation of the children through practices of questioning, reformulation, systematization and appeal to involvement through questions related to previous experiences of the children. It was observed that the children appropriated this type of dynamics, also elaborating systematizations and reformulations, associating them with the thinking of other actors in the group. It was verified that the strategies used contributed to the progress in the learning processe

A core outcome set for pre‐eclampsia research: an international consensus development study

Objective To develop a core outcome set for pre‐eclampsia. Design Consensus development study. Setting International. Population Two hundred and eight‐one healthcare professionals, 41 researchers and 110 patients, representing 56 countries, participated. Methods Modified Delphi method and Modified Nominal Group Technique. Results A long‐list of 116 potential core outcomes was developed by combining the outcomes reported in 79 pre‐eclampsia trials with those derived from thematic analysis of 30 in‐depth interviews of women with lived experience of pre‐eclampsia. Forty‐seven consensus outcomes were identified from the Delphi process following which 14 maternal and eight offspring core outcomes were agreed at the consensus development meeting. Maternal core outcomes: death, eclampsia, stroke, cortical blindness, retinal detachment, pulmonary oedema, acute kidney injury, liver haematoma or rupture, abruption, postpartum haemorrhage, raised liver enzymes, low platelets, admission to intensive care required, and intubation and ventilation. Offspring core outcomes: stillbirth, gestational age at delivery, birthweight, small‐for‐gestational‐age, neonatal mortality, seizures, admission to neonatal unit required and respiratory support. Conclusions The core outcome set for pre‐eclampsia should underpin future randomised trials and systematic reviews. Such implementation should ensure that future research holds the necessary reach and relevance to inform clinical practice, enhance women's care and improve the outcomes of pregnant women and their babies

Combination of the W boson polarization measurements in top quark decays using ATLAS and CMS data at s = 8 TeV

Abstract: The combination of measurements of the W boson polarization in top quark decays performed by the ATLAS and CMS collaborations is presented. The measurements are based on proton-proton collision data produced at the LHC at a centre-of-mass energy of 8 TeV, and corresponding to an integrated luminosity of about 20 fb−1 for each experiment. The measurements used events containing one lepton and having different jet multiplicities in the final state. The results are quoted as fractions of W bosons with longitudinal (F0), left-handed (FL), or right-handed (FR) polarizations. The resulting combined measurements of the polarization fractions are F0 = 0.693 ± 0.014 and FL = 0.315 ± 0.011. The fraction FR is calculated from the unitarity constraint to be FR = −0.008 ± 0.007. These results are in agreement with the standard model predictions at next-to-next-to-leading order in perturbative quantum chromodynamics and represent an improvement in precision of 25 (29)% for F0 (FL) with respect to the most precise single measurement. A limit on anomalous right-handed vector (VR), and left- and right-handed tensor (gL, gR) tWb couplings is set while fixing all others to their standard model values. The allowed regions are [−0.11, 0.16] for VR, [−0.08, 0.05] for gL, and [−0.04, 0.02] for gR, at 95% confidence level. Limits on the corresponding Wilson coefficients are also derived