Navegando por Autor "Cabral Neto, João dos Santos"

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Uma abordagem sobre energia solar por meio da aprendizagem baseada em projetos
(2019-11-08) Nascimento, Lucielen Nunes Barroso; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Correia, José de Castro
The present work proposes the use of Project-Based Learning (PBL) as a strategy for teaching and learning concepts related to the use and application of solar energy, mainly covering photovoltaic solar energy for the generation of electricity, also addressing environmental issues of great importance for this issue. Thus, it was intended to collaborate for the training of the student of the electrician course in the modality of professional qualification with regard to the importance and applicability of this energy source, also contributing to achieve significant learning, theory to which this work is based. The research was based on the idea of action research in which participants are mobilized for the construction of knowledge in a process of reflection of the action, causing those involved to play an active role in solving problems, which were approached through an everyday question, from a perspective of the PBL. As an instrument for evaluation and data collection, a heading was used, in which it was possible to monitor the participants throughout the project developed, describing a possible learning result, a questionnaire was also applied to analyze the students' experience with regard to participation and involvement with PBL. At the end of the application, it was found that PBL is a strategy of relevant use in the classroom, since it contributed to learning becoming more dynamic and more autonomous studies. Regarding learning, it was possible to verify that the students were able to have a greater interactivity with the theme studied, demonstrating an understanding of various concepts, such as system types, equipment, operation, characteristics etc.
ABP: ensino de física moderna
(2020-06-01) Gonçalves, Karen Magno; Cabral Neto, João dos Santos; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Braga, Marcel Bruno Pereira
As trainers of assistant physics teachers during the teaching of modern physics in the last years of high school, we developed this didactic guide that aims to learn more about the concepts and experiences included in this theme. An energy quantization, a nature of light and Bohr's atomic model are the concepts covered in all observed textbooks, the logo if produced or the focus of learning. In addition, this guide makes use of “seven leaps” that adopt the teaching strategy of Problem Based Learning (PBL). Despite being a permitted guide for the teaching of Modern Physics, we understand that it can be applicable to other techniques or to other disciplines that make up science, and even to other areas of knowledge.
Amazonglês: uma proposta para aprendizagem significativa de vocabulário em inglês no ensino fundamental
(2024-03-25) Mendes, Isabella Marcela Teixeira Laborda; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Almeida, Christine Sant’Anna de
This research aims to evaluate a potentially significant teaching unit, called Amazonglês, designed to mediate the teaching-learning process of English vocabulary. The proposal was applied to elementary school students from a public school in the city of Manaus. The research has as its theoretical support the Theory of Meaningful Learning, based on authors such as Ausubel (2000) and Moreira (2012) and scholars such as Scaramucci (1995), Gattolin (2005) and Leffa (2000) regarding vocabulary learning. The methodological procedures involve qualitative, exploratory research and use of the case study method (Yin, 2015). Data collection was carried out with the aid of a questionnaire, participant observation and an observation grid, focusing on the analysis of two criteria: motivation and performance, the latter being used to evaluate the control and range of vocabulary learning. Data from assessments carried out in three stages were also included: pre-test to verify prior knowledge, post-test and late post-test (Zilles, 2001). Data analysis was carried out using the Content Analysis method, along the lines of Bardin (2016). The results showed that the proposal contributed significantly to learning vocabulary in English. As for the results, we highlight the potential of the Amazonglês proposal so that students can take ownership of their regionality and reflect on the importance of learning vocabulary for their school, personal and professional lives. Regarding potentially significant activities, we highlight mind maps. The use of mental maps contributed to the expansion of the repertoire presented in the UEPS, which was validated through the creations and quantity of new words present in the activity. In the control and range criteria, it was possible to observe a progression in learning, considering the little prior knowledge about specific vocabulary and the significant amount of vocabulary retained in memory (with post-test and late post-test). The educational product arising from this research is a teaching guide aimed at English teachers, with guidelines and possibilities for activities to be developed with a focus on teaching and learning vocabulary supported by the Meaningful Learning theory.
Aprendendo Biologia pelas mãos: guia didático para ensino de Biologia para estudantes surdos
(2018-04-16) Tavares, Eliane Barth; Cabral Neto, João dos Santos; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Matos, Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676
This guide is the result of professional
Aprendizagem significativa e alinhamento construtivo uma proposta para o ensino de circuitos elétricos
(Instituto Federal do Amazonas, 2016-03-11) Souza, Pricila Rodrigues de; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Terán, Augusto Fachín; http://lattes.cnpq.br/6646400621099687
The planning and development of teaching practice have significant impact on student learning. This paper explores this impact through a didactic proposal for students of middle level technical courses in electrical circuits teaching. The proposal is structured with nine teaching plans and learning, shared through a series of nine videos, based on Meaningful Learning Theory of David Ausubel and Constructive Alignment teaching model of John Biggs. The strategic action research guided the investigation. For the suitability of the material presented to students in elaborate plans were considered its profile and cognitive structure. To collect research data were made audio recordings of the main stages, logbooks, photographs, experimental activities, interviews, previous conceptual maps and final, as well as the evaluation of the tasks performed at the end of each class. Evidence presented during the application of didactic proposal allow to say that aspects: contextualization of learning, motivation, student monitoring and a new look of the teacher in front of his practice; contribute to the promotion of meaningful learning of students.
Aventuras de Atomildo: guia didático
(2021-11-30) Rocha, Amanda Chelly da; Cabral Neto, João dos Santos; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Magalhães Neto, José Francisco de
Quantum numbers arise naturally from the wave equation of physicist Erwin Schrödinger with the function to characterize an electron in the atom. In education, these numbers have caused students some discomfort in relation to learning difficulties, among which we can highlight the issue of abstraction of content, a decontextualized approach and the absence of a historical construction linked to these numbers. Looking for help the teaching of the theme presented, we propose the use of the Atomildo Adventures game, a digital game designed to be used as a technological resource in the learning of quantum numbers, which uses the historical narrative of understanding the atom and the models idealized for explain the structure/organization of electrons in the atom, with reference to the principles of gamification, for 1st year high school students studying Chemistry at a public school in the Manaus city. Gamification is commonly understood as the use of elements contained in games, in a non-game context, with the purpose of motivating and engaging the target audience. During the methodological journey, we adopted a qualitative approach, taking action research of the strategic type as a method, which performs only one application cycle. The data collection techniques and instruments used were bibliographic research, participant observation, questionnaire and interview. Based on structures presented in the literature on how to gamify, we developed as an educational product, a digital game based on the gamification of content that consists of applying game elements and thoughts to change the content so that it looks like a game. The developed resource is inserted in a didactic sequence that has basically four steps. The results show evidence that the game is promising, as it was possible to observe the learning of the content from the perspective of the process of knowing, recognizing quantum numbers and applying its concepts to understand the structure/organization of electrons in the atom. As for the game, it was well evaluated by the students considering several aspects, namely, usability, gameplay, challenge, satisfaction, fun, among others.
BET: Blended English Teaching: guia para professores de inglês para fins específicos
(2017-01-20) Sousa, Yna Honda de; Mendonça, Andréa Pereira; Coelho, Iandra Maria Weirich da Silva; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Cabral Neto, João dos Santos; Monteiro, Marta de Faria e Cunha
Blended English Teaching (BET) is a teaching-learning proposal to English enhance English language reading skill the word decoding and the integration of ideas in texts. BET is composed by three fundamental elements: hybrid teaching models, virtual resources to provide self-study inside and outside from Computing area, with texts compiled from manuals and tutorials related to hardware and software in English. This guide purpose is share with English teachers, guidelines on how to implement BET in English any technical area, as well as to present links to all activities used and suggestions to increase knowledge regarding the items mentioned in the implementation.
Cinema como recurso tecnológico para o ensino de competências socioemocionais
(Instituto Federal do Amazonas, 2017-12-05) Costa, Darlea Araújo de Souza Esteu da; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Costa, Claudia Regina Brandão Sampaio Fernandes da
The purpose of this study was to investigate the feasibility of using cinema as a technological resource to promote the development of socio-emotional competences and contribute to the educational itinerary of the high school students of the Federal Institute of Education Science and Technology of Amazonas (IFAM), Campus Manaus - Industrial District (CMDI). The rationale of this study discussed the role of cinema in education and the importance of enabling the student to develop their emotional at school. For the development of the study we used the Research-action as a research methodology and for data collection we used the Focus Group techniques and the Conversation Wheel. For the study of social-emotional competences in this research, we present the relevance of the education of emotions in school and are based on the theory of the so-called Big Five, also known as Five Factors Model (MCF), Global Factors of Personality or Five Great Factors, model of organization of personality traits that explain groups of behaviors: Conscientiousness, Agreeableness, Neuroticism (Emotional Stability), Openness to experiences and Extraversion. For the identification of the competence to be promoted, a questionnaire was applied and from this result we elaborated criteria for the choice of the film and consequently the planning of the didactic session for the data collection. The results obtained attest to the relevance of this study and allowed to prove the efficacy of the cinema in the promotion of socio-emotional competences besides presenting new perspectives for the inclusion of social-emotional education in the school. In order to consolidate our study and promote social-emotional education in school through the cinema, we developed a didactic guide for teachers entitled "Didactic Guide for the Promotion of Social-emotional Competences with Cinema", which aims to encourage and instigate the teaching of social-emotional skills in schools through the cinema.
O Cinema no ensino de competências socioemocionais: um guia didático para professores
(Instituto Federal do Amazonas, 2017-12-05) Costa, Darlea Araújo de Souza Esteu da; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Costa, Claudia Regina Brandão Sampaio Fernandes da; http://lattes.cnpq.br/9255099700096438
The guide “The Cinema in the teaching of Social-emotional Competences: A didatic guide for teachers - Volume 1” is the result of the research carried out during the course of Professional Master’s Degree in Technological Teaching promoted by the Federal Institute of Education, Science and Technology of Amazonas-IFAM. The idea of this guide is to present cinema as a technological resource capable of providing the teacher with an effective instrument for the teaching of socioemotional competences in a playful and attractive way. Communication between cinema and social-emotional education aims to contribute to the students’ educational itinerary, teaching them: to take care of their physical and mental well-being, to understand the importance of the various roles they have to fulfill, to discover their potential, to recognize their emotions and use them to their advantage. In this way, we hope to contribute to make teachers feel inspired to use the cinema in teaching the skills necessary for the personal and professional formation of their students.
Citologia para estudantes surdos: uma unidade de ensino potencialmente significativa
(2018-04-16) Tavares, Eliane Barth; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Matos, Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676
Taking into account that deaf students’ learning depends on another language which is not Portuguese, we consider it important to use Brazilian Sign Language as a language of instruction for teaching and learning curriculum disciplines in a meaningful way, including Biology Teaching, mainly abstract and complex contents regarding Cytology. For this reason we have elaborated an investigative path in order to build a Potentially Meaningful Teaching Unit (PMTU) to teach Cytology using Brazilian Sign Language, based on visual pedagogy, to first-year deaf students of inclusive high schools in Rio Branco, Acre State. In this perspective, we chose Ausubel’s Meaningful Learning Theory (AUSUBEL; NOVAK; HANESIAN, 1980) as theoretical framework and the action research methodology to promote the active participation of individuals and drawing up a Didactic Guide to teach Biology for deaf students. This research was conducted in two phases, having the first one involved the description of individuals’socio-educational profiles through survey forms or interviews. The second phase encompassed the development of a PMTU which was initially carried out with the identification of previous knowledge concerning to Cytology followed by a carefully conducted planning to enable a richer educational environment with presentation of diverse resources (such as animations, learning objects, images, videos, microscopy experiments and instructional Concept Maps) explained in Brazilian Sign Language so that the relations between previous and new knowledge were explicitly presented. During the elaboration of this study, evidences of students learning were assessed via Concept Maps (NOVAK; GOWIN, 1999). Concept Maps analyses were carried out via Topological Taxonomy (CAÑAS et al., 2006) and Semantic Taxonomy (MILLER; CAÑAS, 2008). Results of socio-educational diagnosis detected 18 deaf students as investigation subjects whose ages range between 14 and 22 years old, being the majority (64%) of them males. Levels of hearing loss varied from moderate to profound, in which the human voice could not be detected, nevertheless four students could not communicate well using Brazilian Sign Language. Low language performance is caused by lack of contact with proficient users in school, since neither classmates, teachers and academic community do not communicate with them using Brazilian Sign Language, except by the Sign Language Interpreter. Not even teachers working in Multifunctional Resource Rooms which were supposed to provide Special Educational Services in Brazilian Sign Language have language proficiency, and that is why deaf students do not attend this school place. Throughout PMTU development the use of visual resources was an important factor to ensure the comprehension of the words without corresponding signs in Brazilian Sign Language. Furthermore the Concept Maps were helpful resources as evidence of learning in Cytology Teaching for deaf students. Ith demonstrate the evolution and major integration between concepts as new knowledge were related to their previous one and they became more skillful with the software.
Criando e imaginando por meio da aprendizagem baseada em projetos: uma aplicação no ensino profissionalizante
(2019-11-08) Nascimento, Lucielen Nunes Barroso; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Correia, José de Castro
Ensinando microbiologia na Amazônia: guia didático para professores e alunos
(2020-12-05) Souza, Afonso Santos de; Lucena, Juliana Mesquita Vidal Martinez de; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Freitas, Adriana Dantas Gonzaga de; http://lattes.cnpq.br/3694117633635449; http://repositorio.ifam.edu.br/jspui/handle/4321/562
This product is intended to assist biology teachers in addressing the general and contextualized microbiology theme in the Amazon. Despite advances in knowledge about the microbial diversity of the Amazon, few teaching resources or content are available for its direct application in the classroom in basic education. The fundamentals and resources presented in this guide can help instigate students at this level of education by using examples from our region to mediate learning in microbiology, assuming that contextualization can facilitate the construction of new knowledge based on those who already accompany them experience.
Ensinando números quânticos usando gamificação
(2021-11-30) Rocha, Amanda Chelly da; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Magalhães Neto, José Francisco de
Quantum numbers arise naturally from the wave equation of physicist Erwin Schrödinger with the function to characterize an electron in the atom. In education, these numbers have caused students some discomfort in relation to learning difficulties, among which we can highlight the issue of abstraction of content, a decontextualized approach and the absence of a historical construction linked to these numbers. Looking for help the teaching of the theme presented, we propose the use of the Atomildo Adventures game, a digital game designed to be used as a technological resource in the learning of quantum numbers, which uses the historical narrative of understanding the atom and the models idealized for explain the structure/organization of electrons in the atom, with reference to the principles of gamification, for 1st year high school students studying Chemistry at a public school in the Manaus city. Gamification is commonly understood as the use of elements contained in games, in a non-game context, with the purpose of motivating and engaging the target audience. During the methodological journey, we adopted a qualitative approach, taking action research of the strategic type as a method, which performs only one application cycle. The data collection techniques and instruments used were bibliographic research, participant observation, questionnaire and interview. Based on structures presented in the literature on how to gamify, we developed as an educational product, a digital game based on the gamification of content that consists of applying game elements and thoughts to change the content so that it looks like a game. The developed resource is inserted in a didactic sequence that has basically four steps. The results show evidence that the game is promising, as it was possible to observe the learning of the content from the perspective of the process of knowing, recognizing quantum numbers and applying its concepts to understand the structure/organization of electrons in the atom. As for the game, it was well evaluated by the students considering several aspects, namely, usability, gameplay, challenge, satisfaction, fun, among others.
O ensino de óptica geométrica por meio dos problemas de visão e as lentes corretoras: uma unidade de ensino no contexto da educação inclusiva para surdos
(2015-12-15) Picanço, Lucas Teixeira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Gomes Júnior, Samuel Rodrigues; http://lattes.cnpq.br/5378862551193401; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599
Nowadays, the educational inclusion of deaf students in regular schools has been more and more evident on the national scene, because this issue has a huge relevance in the achievement of a more fair and egalitarian society for all. Therefore, the teaching of Physics could not be out of that social and political movement that we are experiencing, and lined in this perspective, this searching work has as a goal to relate the development and implementation of of a Significant Potentially Teaching Unit turned to an inclusive environment, on the ambit of the Meaningful Learning on the physics knowledge, for non-deaf and deaf students. In this process, it was elaborated a didactic material for the teaching of some concepts of geometrical optics by theme "the vision problems and corrective lenses". And it was opted as an orientation the Meaningful Learning Theory, the SOLO taxonomy, the principles of Inclusive Education and the Education of Deaf Ones on the bilingual perspective. From the implementation of a Education Unit, it was possible to check evidences of Meaningful Learning of geometrical optics which refers to the main vision problems and the functioning of the spherical lenses. As a conclusion, it is recommended that the teaching of Physics for deaf students can be developed through a visual pedagogy which answers minutely the cultural and linguistic differences of those students, that way giving emphasis to visual resources such as videos, simple experiments and interactive programs
O ensino de óptica geométrica por meio dos problemas de visão e as lentes corretoras: uma unidade de ensino no contexto da educação inclusiva para surdos
(2015-12-15) Picanço, Lucas Teixeira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Gomes Júnior, Samuel Rodrigues; http://lattes.cnpq.br/5378862551193401; http://repositorio.ifam.edu.br/jspui/handle/4321/439
Uma estratégia utilizando robótica para o ensino dos conceitos de velocidade e aceleração escalares
(Instituto Federal do Amazonas, 2017-08-16) Costa Jr, Almir de Oliveira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284
This work aims at presenting the results of a research that proposed the elaboration and application of a didactic sequence using robotics as a teaching strategy in a significant learning perspective of kinematic concepts in the 1st year of Brazilian High School. Taking into account the low performance in Physics observed in Brazilian Elementary School alumni, the didactic sequence proposed in this research is an alternative capable to demonstrate and exemplify, in a contextualized way, concepts and physical phenomena intrinsic to speed and acceleration, that are usually shown only as illustrations or abstractly in traditional approaches. Usually, the presentation of these concepts in classrooms is dissociated from the students daily life and, thus, their concrete or even misunderstood interpretations are simply not taken into account. Considering this perspective, the didactic sequence was proposed as a teaching strategy based on robotics and data collection software that would allow students to observe and give a more significant meaning to their previous knowledge regarding to kinematics, such as: movement, position, shift, trajectory, speed and acceleration. The sequence was applied in the second shift of a forty four students classroom of a public technical High School in the city of Manaus. Upon the implementation of this didactic sequence, with discussions and practical experiments with robotic prototypes about concepts and physical principles regarding the phenomena under study, it was possible to verify evidences of a significant learning of concepts of speed and acceleration from the results analyzed with SOLO taxonomy and evaluation criteria from conceptual maps.
A formação docente e as novas tecnologias no ensino do movimento uniforme variado: uma sequência didática com o software geogebra
(Instituto Federal do Amazonas, 2018-05-03) Silva, Jando Abraão de Miranda; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Guerreiro, Haroldo de Almeida; http://lattes.cnpq.br/1014103626919593; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145
The study discusses "The Teacher Training and New Technologies in the Uniformly varied movement Education: a didactic sequence with GeoGebra software". The objectives were to integrate the importance of teacher training and new educational technologies software to high school; present theoretical and practical knowledge of Evenly Miscellaneous Movement (MUV) in its working relations with educational software GeoGebra; articulate the methodological procedures used during teacher training and finally show the applicability of GeoGebra on the activities carried out with teachers of natural sciences, particularly physics. The work was supported in literature and field research that contributed to better clarification on the issue, with qualitative and descriptive nature of approach with the approach the crossing of information in the design of different authors, and bridge the gap between theory and practice. The research presents SADEAM data aligned to the use of GeoGebra software, demonstrating that it is capable of being used in physics lessons planning classes properly during the pedagogical work time (HTP) of teachers of Natural Sciences, motivating teacher physics in the use of the computer lab for application of educational software in physical, favoring the completion of the textbook activities and consequently the learning concepts of MUV. Based on the study, the use of educational software GeoGebra helps to better understand the MUV diagrams teaching to the challenges triggered by the search process and discovery of new, practical and articulated technology to the teacher training process in school locus. In the procedure of teacher training, a teaching guide Physics with GeoGebra software applied to MUV diagrams that serves as a base for exploration activities of the textbook in the school computer lab was established.
LinguaComp como ferramenta no ensino-aprendizagem de línguas: uma proposta para desenvolvimento da habilidade de produção escrita em língua inglesa
(2020-05-11) Maquiné, Gilmara Oliveira; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Oliveira, Elaine Harada Teixeira de; http://lattes.cnpq.br/6553721651836761
The use of Information and Communication Technologies has been growing and strengthening in the educational field, based on the evolution and continuous improvement of these resources. Thereby, different digital technologies have been developed that are used as facilitators in the teaching-learning process. In this context, we present a computational tool, called LinguaComp, developed to support the application of a proposal to develop and evaluate the written production in English. The proposal include three phases: Orientation, Textualization and Self-review, based on the text creation model of Domínguez García (2006). The methodological process involve research with a qualitative approach, made possible through a case study (YIN, 2015). The instruments used for data collection were questionnaires used during the initial survey and assessment of the LinguaComp. The proposal was applied and evaluated through the use of LinguaComp, with 26 students from the technical course of integrated middle level in Chemistry, from the Federal Institute of Education, Science and Technology of Amazonas (IFAM), in the English language. The tool was evaluated based on ergonomic aspects of interaction / man-machine (usability, interoperability, documentation), using a questionnaire with five-point of Likert Scale. The results showed that the tool helped in the process of assessment the ability of written production, generating artifacts that facilitate and speed up the evaluation, such as a computational environment for sending tasks online; an interface for evaluating written production, through a rubric; the possibility of generating data referring to self-assessment carried out by students; space for sending textual feedbacks to students; general monitoring reports, with quantitative datas (notes) expanded by individual graphs that indicate the performance of students in the evaluated criteria. In addition to these contributions, the results also demonstrate elements of usability identified in the assessment of the tool, such as the indication of consistency and standards in the nomenclature used in the buttons and menus, minimizing the memory load of the participants when using the tool, as well as the effectiveness of messages of success and error. Through this research, two educational products were generated, a computational tool, based on the web (LinguaComp) and a manual, with guidelines for the use of this tool in the teaching, learning process and, mainly, evaluation of the performance achieved in the scope of didactics of languages.
LinguaComp: manual para alunos e professores
(2020-05-11) Maquiné, Gilmara Oliveira; Coelho, Iandra Maria Weirich da Silva; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4580777241168835; Cabral Neto, João dos Santos; Oliveira, Elaine Harada Teixeira de
This manual presents the functionalities that compose the software LinguaComp Its purpose is to assist students and teachers in the assessment of skills developed in the teaching learning process of additional languages This educational product highlights a set of information about the resources available in the tool and guidance on the steps related to registering, consulting and editing competences (skills and attitudes) and assessment rubrics Inaddition, it presents a set of navigational orientations of the computational interface, indications for the creation and evaluation of tasks, through the rubrics, and management of reports for monitoring information related to the development of skills in the target language.
Metodologia BIM com uso da realidade virtual para o processo de ensino-aprendizagem da disciplina arquitetura e urbanismo do curso de engenharia civil
(2024-03-27) Aguiar, Cristiane Pereira de; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Araújo, Valdete Santos de
This dissertation consists of a teaching-learning proposal for the discipline of Architecture and Urbanism involving the development of architectural design integrating Building Information Modeling (BIM) with Virtual Reality (VR). The general objective of this research was to apply a didactic sequence in teaching architectural project development content, contributing to the teaching-learning process of 25 students in the 7th period of the Architecture and Urban Planning discipline of the Civil Engineering undergraduate course at the Institute. Federal Department of Education, Science and Technology of Amazonas – Campus Manaus Centro - IFAM/CMC. It consists of qualitative research, which adopted action research as an investigation strategy to organize methodological procedures through three (03) phases of planning, implementation and monitoring and evaluation, using data collection instruments as: questionnaires, observations, notes in the field diary and evaluation of the architectural projects developed by the participants. The didactic sequence was applied combining face-to-face and flipped classroom study activities. It promoted procedural and attitudinal changes for students, as it encouraged students to apply their knowledge in practical situations, developing their skills and competencies over time and carrying out relevant tasks in their academic lives. The implementation of the planned and detailed didactic sequence occurred in three phases with a workload of 20 hours, including: 12 hours for face-to-face expository and dialogue classes and independent studies, implementation of two workshops held in the computer laboratory, each with lasting 4 hours and in person. Workshop 1 was intended for the student to develop a plan using the Revit/BIM program and workshop 2 lasted 4 hours for viewing the three dimensional project using Virtual Reality glasses. To develop the learning assessment, the students were organized into pairs under the guidance of the researcher participant, they developed 01 residential architectural project from its conception to the visualization of the virtual prototype in 3D. These projects were evaluated using a set of criteria organized into rubrics, thus establishing the level of student performance, difficulties and improvements observed during each phase. The research results demonstrated that the didactic sequence using the integration of BIM with VR offered a meaningful and effective learning experience for Civil Engineering students, improved skills, providing understanding of complex architectural concepts and stimulating creativity in the development of the architectural project. As a result of this research, a Teaching Guide was organized as an educational product under the title 11 “Integration of BIM with virtual reality in teaching architectural projects”, which includes details of the teaching-learning proposal, teaching resources and a set of guidelines that assist teachers and students in the area of Civil Engineering in replicating the aforementioned proposal in their teaching contexts. This study contributes to the existing literature by highlighting the importance of adding the use of Digital Communication and Information Technologies – TDCI as a tool to investigate and improve teaching practices for educators, professionals and researchers interested in promoting the advancement of architecture teaching