Resumo Pesquisas na área de ensino apontam que se envolver no processo de resolução de problemas abertos têm potencial para a construção de conhecimentos por parte do indivíduo, assim como para o desenvolvimento de um conjunto mais amplo de habilidades, recursos cognitivos, metacognitivos e procedimentais, quando comparados aos problemas que costumeiramente são implementados no contexto do Ensino Médio. Problemas abertos, mais próximos da realidade cotidiana, acadêmica e profissional, deveriam, portanto, ser mais valorizados nas práticas didáticas. No entanto, embora a literatura apresente sugestões e orientações para implementação de tais problemas, as poucas abordagens didáticas com problemas abertos têm indicado que as dificuldades dos estudantes no enfrentamento desses problemas persistem. Associado a isso, não localizamos uma abordagem teórica que considere coerentemente uma teoria de aprendizagem e uma visão epistemológica para a resolução de problemas abertos de física. Frente a esse cenário, o objetivo deste trabalho é apresentar uma articulação teórica entre os elementos centrais do processo de resolução de problemas abertos e a Modelagem Didático-Científica, como forma de auxiliar no desenvolvimento e implementação de estratégias didáticas que auxiliem no enfrentamento de problemas abertos.

Abstract Physics Education researches indicate that getting involved in the process of solving ill-structured problems has the potential to build knowledge, as well as to develop a broader set of skills, cognitive, metacognitive and procedural resources, when compared to the problems that are usually implemented in the context of high school. Ill-structured problems, closer to everyday, academic and professional reality, should be more valued in didactic practices. However, although the literature presents suggestions and guidelines for the implementation of such problems, the few didactic approaches with ill-structured problems have indicated that students' difficulties in facing these problems persist. Associated with this, we have not found a theoretical approach that consistently considers a learning theory and an epistemological vision for solving ill-structured physics problems. Faced with this scenario, the objective of this work is to present a theoretical articulation between the central elements of the process of solving ill-structured problems and Didactical-Scientific Modeling, as a way to assist in the development and implementation of didactic strategies that help in facing ill-structured problems.

Apresenta-se neste trabalho uma revisão da literatura em resolução de problemas abertos no Ensino de Física, contendo um panorama da produção acadêmica nos últimos 20 anos, assim como os referenciais teóricos e metodológicos adotados no ensino e na pesquisa relativa a problemas abertos no Ensino de Física. Foram consultados os principais periódicos nacionais e internacionais, resultando em 47 artigos, que foram divididos em três categorias para análise: Pesquisa (n=27), Propostas com Aplicação (n=9) e Apresentação de Propostas (n=11). Quanto às metodologias de pesquisa, predominam as quantitativas (n=9), com equilíbrio entre os delineamentos pré-experimental, experimental e quase-experimental, e os métodos mistos, no qual a maioria dos artigos (n=6) apresenta delineamento de pesquisa Integrado. Identificamos uma tendência das metodologias de ensino estarem intensamente fundamentadas em tentativa e erro, uma vez que, em geral, não são utilizados embasamentos em teorias de aprendizagem, que norteariam as práticas profissionais. Quanto aos referenciais teóricos de problemas abertos, prevalecem as concepções de Jonassen.

It is presented in this paper a literature review of ill-structured problem-solving on physics education, containing an overview of the academic production in the last 20 years, as well the theoretical and methodological frameworks adopted in teaching and research on ill-structured problems on physics education. The main national and international journals were consulted, resulting in 47 articles, which were divided into three categories for analysis: Research (n=27), Proposals Application (n=9) and Proposals (n=11). Regarding the research methodologies, predominantly quantitative (n = 9), with a balance between pre-experimental, experimental and quasi-experimental designs, and mixed methods, in which most of the articles (n = 6) presents research design Integrated. We identified a trend of teaching methods are sorely based on trial and error, since, in general, are not used emplacements in learning theories, which orientate the professional practices. As for the theoretical framework of ill-structured problems, prevailing conceptions of Jonassen.

Foram estudadas a ocorrência e a morfologia de glândulas tegumentares presentes no abdome de fêmeas de Melissoptila richardiae. Os resultados mostram que nesta espécie, células glandulares da classe III são encontradas de duas formas: isoladas nos tergitos e esternitos III e IV e formando um aglomerado de unidades glandulares bilateralmente, entre os segmentos III e IV, os quais liberam seu produto de secreção em um reservatório originado a partir da membrana intersegmental. Os resultados sugerem que o produto secretado é lipídico e, provavelmente volátil.

The occurrence and morphology of abdominal tegumentary glands were studied in Melissoptila richardiae. The results showed the existence of class III glandular cells that may appear as isolated units in tergites and sternites III and IV or forming clustered cells in both side of the tergites III and IV. In this late case the secretion is released in reservoirs derived from the tergite intersegmental membranes. The results suggest that this last gland products are lipidic and probably volatile.

Workers of Melipona quadrifasciata anthidioides (Lepeletier, 1836) develop their ovaries and lay eggs, therefore the production of vitellogenin is expected. In electrophoretic profiles only fat body extracts from nurse workers and ovary extracts from newly-emerged workers show protein with molecular mass similar to vitellogenin. However, an increase in the protein content was detected in forager fat body. This increase was attributed to storage of vitellogenin or other proteins in the previous phase and not discharged into the hemolymph or to an effect of the increased titre of juvenile hormone in this phase of worker life over the fat body functioning.

The developmental degree of the wax glands was compared in four Meliponini bees, that produce different quantities of wax. The histological data and height average of the wax epithelium during the time in which the maximum production of wax is expected, are in accordance with the rates of wax produced by the species. In Lestrimelitta limao (Smith, 1863) a species which has cleptobiotic habits, and frequently rob wax from the attacked colonies, the height of wax epithelium was the lowest among the studied species. The cells seem to show an abnormal vacuolated cytoplasm, in the phase in which they would be producing wax.