Navegando por Autor "Chaves, Edson Valente"

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Aprendendo química com o Igarapé do Quarenta
(2023-02-27) Oliveira, Márcia Rebeca Silva de; Chaves, Edson Valente
Audiodescrição didático pedagógica para educadores
(2023-02-28) Pimentel, Silvia Janaina de Oliveira; Chaves, Edson Valente
The multidisciplinary thematic notebook, proposed here, is intended for visually impaired students inserted in inclusive high school classes, without, however, being restricted to this public. (Division). Audiodescription is a communication accessibility resource for people with visual impairment that aims to describe the information of images in words, based on Mota (2012, 2016), Mianes (2016), Lima (2010, 2013) Perdigão (2017) and Vergara Nunes (2016). It has parameters already established, from contexts in which it has been employed, and these have served as guidance for its use in other spaces, Filho, Machado, Nunes (2017) and Ribeiro(2020), among them, that of teaching, Nunes (2016). To be accessible to teaching, it is understood that there is a need to think about other parameters for this area, since those that exist do not dialogue directly with didactic-pedagogical issues, bringing implications for student learning. In this context, the proposal brings the Didactic-Pedagogical Audio Description, which has the transversal characteristics to the teaching/learning of visually impaired students in inclusive classrooms.
Audiodescrição: Ad como recurso didático no ensino da química
(2023-02-28) Pimentel, Silvia Janaina de Oliveira; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Lemos, Cátia
The master's research, proposed here, is part of the Graduate Program in Technological Education of the Federal Institute of Education, Science and Technology of Amazonas-PPGET/IFAM/CMC and is aimed at visually impaired students inserted in inclusive teaching classes medium, without, however, being restricted to this public. Audiodescription is a communication accessibility resource for people with visual impairments that aims to describe image information in words, based mainly on Mota (2012, 2016), Mianes (2016), Lima (2010, 2013) Perdigão (2017) and Vergara Nunes (2016). It has already established parameters, based on the contexts in which it was used, and these have served as guidelines for its use in other spaces, Filho, Machado, Nunes (2017) and Ribeiro (2020), among them, teaching, Nunes (2016). To be adapted to teaching, it is understood that there is a need to think about other parameters for this area, since those that exist do not dialogue directly with didactic pedagogical issues, bringing implications for student learning. Therefore, the research problem consists, based on what has already been established about Audiodescription of static images, to look into the possibility of developing and proposing specific parameters for teaching, taking chemistry as the space for their construction. . Thus, the main point of the study is to develop guiding parameters for the use of Audiodescription as a didactic resource for accessibility in science teaching, with a focus on chemistry teaching. It should be noted that the choice of this subject was due, above all, to the difficulty that students in general have in this field, claiming that they cannot understand chemistry nor understand the importance of their learning for life. In this context, the proposal brings the Pedagogical Didactic Audiodescription, which has the transversal characteristics necessary for the teaching/learning of visually impaired students in inclusive classrooms. The research methodology will be qualitative, Chizzotti (2000), using action research, Thiollent (2005), for data collection and design thinking, Ferreira (2020), to treat the data through its stages: understanding the problem, design solutions, prototype and implementation to generate an educational product. Audiodescription mini-courses and workshops were held in order to identify points relevant to the construction of the educational product.
Cartilha para elaboração e confecção de jogos didáticos
(2018-11-29) Carvalho, Francimary Cabral; Chaves, Edson Valente; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Castro, Rebecca Freire de; http://lattes.cnpq.br/2887105230586098
This educational product is a didactic proposal of a booklet with 28 pages. Is main objective is to turn it in an instrument facilitator of the process of creation and construction of games for the teaching of chemistry that can be used in the classroom, favoring the assimilation of concepts and contents.
A integração do laptop educacional do PROUCA no ensino de Ciências
(2016-03-17) Araújo, Andréia Paula Ferreira de; Chaves, Edson Valente; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Teixeira, Ana Frazão; Mendonça, Andréa Pereira
Jogo como recurso didático no ensino de botânica: uma proposta para contribuir com o ensino/aprendizagem
(2019-08-28) Lima, Janny Christiny Fernandes; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Cardoso, Grace de Lourdes
Botany is a sub-area of biology that loses space in the classroom every day, with a lag in the teaching / learning process by students. Moreover, this deficiency may be related to the teaching methodology that is almost entirely focused on conceptual content, its complex terminologies, the curricula used in teaching the subject, lack of resources and the routine in Basic Education with purely theoretical classes, making themselves tiresome and taking away the possibility of cooperation and interaction between teacher and students. Given the above, the development of didactic game aims to contribute as a tool in the process of teaching botany. Accordingly, questionnaires containing mixed open and closed questions were prepared to obtain information from teachers regarding didactics, students' previous knowledge of Botany, resources used in the classroom and about playful games. To assist this approach, an analysis of the curriculum matrix of the integrated technical courses in chemistry and mechanics was performed, identifying in this document that the discipline of Biology is only in the first and second years of the courses. Students reported that the most used resources in biology classes are data show, practical classes, textbook and whiteboard, items that are used in most science and biology classes, thus leaving other activities alternatives aside. With the information of the diagnosis, a planning was elaborated with the following steps: selection of the contents of Botany, bibliographic survey, construction of the game Stay Smart! Kingdom Plantae, game validation, intervention (game application) and process-oriented written assessment. The game Get Smart! Kingdom Plantae is a board with 160 hanger cards, true / false, direct questions (with hints) and multiple choice (with three alternatives). With the game accompanies an infographic with the guidelines of the construction and elaboration of the didactic game, stimulating other professionals of any teaching area to elaborate and make their own games according to their reality. The game was accepted by both undergraduates and students, and proved to be an important didactic resource, as it can assist teachers in the contents of Botany, in an interactive, pleasant way, contributing to the teaching / learning process.
Jogo Fica Esperto! Reino Plantae
(2019-08-28) Lima, Janny Christiny Fernandes; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; Cardoso, Grace de Lourdes
Luz, câmera e inclusão: guia didático para professor
(2023-11-13) Moraes, Isabele Fernanda Silva de; Chaves, Edson Valente
In order to assist Chemistry teachers in serving deaf students, this instructional guide has been developed with the aim of explaining the more abstract and challenging aspects of the Chemistry curriculum. This is because there is a significant amount of work related to this discipline, yet few resources focus on the intersection of Chemistry and the inclusion of deaf students. Thus, the guide encompasses the field of inclusive education by utilizing assistive technology through video lessons produced with sign language translation. The topics to be covered, and the focus of the learning, will be Atomic Model, Changes in the Physical State of Matter, and Chemical Bonding.
Novas perspectivas no ensino de desenho técnico
(2017-07-03) Lima, Rafaela de Araujo Sampaio; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Pacheco, Almir de Souza; Paes, Lucilene da Silva
during the Professional Master’s Degree in Technological Teaching promoted by the Federal Institute of Education, Science and Technology of Amazonas (IFAM) and its purpose is to consolidate and disseminate the didactic modality of the field class adapted to the discipline of Technical Drawing. In this material we provide guidelines for the teacher who wishes to draw a new perspective on the teaching of Technical Drawing, overcoming the barriers of the classroom and using different spaces in the teaching/ learning process. For this, we characterize formal spaces, non-formal spaces and formal non-conventional spaces of teaching; we portrayed the previous and later moments and their association to the field class; we present criteria that can be adopted in the decision making on the site of the field lesson and contents that can be included in the field activity script and we describe the steps of a field class in the discipline of Technical Drawing. In this way, we hope to contribute to the teachers of the discipline use other spaces in the process of knowledge construction, aiming to provide students with a reality close to their future field of application, the application of theoretical knowledge acquired and the development skills needed for professional practice.
Plantas medicinais: uma proposta para o ensino de química e biologia
(2023-12-20) Maciel, Saaria Lad Lourenço; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Lages, Anderson da Silva; http://lattes.cnpq.br/4194591715748371
The present work proposes a study on teaching practices addressing the theme of medicinal plants with the aim of developing, implementing and analyzing a proposal for a didactic sequence involving these species, aiming at a contextualized teaching of the disciplines of chemistry and biology. The participants in the project were the students of two classes of the 2nd year of the Technical Secondary School of the Federal Institute of Amazonas. The methodology used is research-action, guided in a qualitative approach. For the intervention, we related the theme of medicinal plants to the construction of a Didactic Sequence, based on the theories of Zabala (1998). We find out the school curriculum of the students through access to the Pedagogical Project of the Course (PPC) and to the textbooks of the disciplines of chemistry and biology, in order to obtain more information for the construction of the sequence and to analyse how the topic is being approached. During the sequence, the students were able to get in touch with the various forms of practices that contribute to the study of medicinal species and their importance for everyday life, such as the production of drugs and herbal therapy. The results found, by means of the analysis of the data collected, show that the use of the didactic sequence associated with the topic of medicinal plants, being this a subject so regional and often forgotten by the students, aroused in them the interest for research, in addition to contextualizing the contents in a theoretical and practical way, valuing the prior knowledge that they possess, showing thus that the main objective was achieved, evidencing the teaching sequence as a resource of great relevance for the instruction of contents of the disciplines of chemistry and biology. In the end, the Didactic Sequence, a didactic product of this research, was materialized in a website, to provide a broader access to the content and thus favouring other professionals to reproduce the applied methodologies and thereby contribute to the teaching/learning process.
Produção de videoaulas com tradução em libras: tecnologia assistiva no ensino de Química
(2023-11-13) Moraes, Isabele Fernanda Silva de; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Souza, Renato Henriques de
Digital tools play a significant role in chemistry education, serving as widely adopted resources for students to grasp abstract concepts. Among these resources, YouTube stands out as a platform rich in educational content. However, when it comes to addressing the needs of the deaf community in the context of chemistry, the availability of resources is notably limited. One possible approach to mitigate the challenges faced by the deaf community is the implementation of assistive technologies in education, encompassing children, youth, and adults with diverse disabilities. The primary objective of this research is to assess the use of assistive technology resources specifically designed for deaf students in the context of chemistry classes. Additionally, an effort was made to create chemistry video lessons with sign language interpretation (Libras). This research adopts a qualitative approach, aiming to understand the objectives and values of the participants involved in the educational process. To carry out this project, the epistemological basis of action research was employed as the methodology. Three video lessons were developed covering the following topics: Physical Transformations of Matter, Atomic Models, and Chemical Bonds. Each video lesson was divided into three segments: Introduction, presenting the lesson's topic and relevant questions; Development, where concepts were dynamically explained with everyday examples; and Conclusion, encouraging reflection on the lesson and the content's importance for the learning process. The video lessons underwent a validation process with chemistry teachers and members of the deaf community. One observation made during validation highlighted the importance of students' prior knowledge for comprehending the content of the video lessons. Regarding the logical sequence presented in the videos, all teachers expressed acceptance with this aspect. In the question regarding the relevance of incorporating images and animations into video lessons, the deaf community unanimously asserted that this element played a fundamental role in facilitating the understanding of concepts in the field of Chemistry. The implementation of the video lesson with the didactic sequence made the teaching-learning process more dynamic and appealing to the student, as the video lesson was used for review in this process. These results reflect the importance of integrating assistive technology into chemistry classes to meet the needs of the deaf community, providing an inclusive and effective approach to teaching this chemistry discipline.
Propriedades físico-químicas das águas do Igarapé do Quarenta subsidiando o ensino de química
(2023-02-27) Oliveira, Márcia Rebeca Silva de; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Lages, Anderson da Silva; http://lattes.cnpq.br/4194591715748371
The objective of this work is to bring suggestions of activities for the classroom, working on concepts and practices related to the content of Chemical Equilibrium, physical-chemical parameters, through Igarapé do Quarenta, in the city of Manaus. The approach of a city space comes to contextualize the region, bring proximity to the students' reality and show that it is possible to achieve interdisciplinarity, as well as to improve the teaching-learning process through active teaching methodologies focused on the Amazon. In this way, the development of a didactic guide based on the inverted classroom methodology, an active learning methodology, with the contribution of learning scripts for the teaching of Chemical Equilibrium in public and private schools in Manaus, was worked on. The work aims to favor the understanding of the concepts studied in the classroom and the visualization of them with the students in the center of the process, in an active way, aiming at an improvement in the teaching-learning process. The methodological approach was action-research, given its participatory character and its ability to transform the environment in which it is applied, using interviews and questionnaires as a data collection instrument for prior diagnosis and evaluation of classes and learning scripts. The diagnosis led to reflection on the improvement of the teaching-learning process, with the adoption of methodologies that favor students' understanding, an analysis that dialogues with the research purpose of working on active methodologies in the classroom. In the application of the product, carried out in a public school in Amazonas, there was engagement of the students in the use of the scripts, with dedication in the execution of the tasks and positive results in the applied evaluations, as well as approval of the teachers in the use of the classroom methodology flipped class and the didactic guide, considering it a contribution to the elaboration of scripts referring to other contents, working and adapting according to the reality of each school, favoring the construction of critical thinking and connection with the students' daily lives.
PROUCA: uma análise sobre a inclusão digital e as práticas de ensino de ciências em Manaus
(Instituto Federal do Amazonas, 2016-03-17) Araújo, Andréia Paula Ferreira de; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Teixeira, Ana Frazão; http://lattes.cnpq.br/3698490801200431; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130
This study aimed to analyze the PROUCA as digital inclusion policy in schools in the municipality of Manaus and its contributions to the teaching practices in science. The theoretical perspective adopted placed the importance of integrating Information and Communication Technologies (ICT) in school education and the challenges of building a science education in basic education, indicating fundamentals of digital inclusion in the Brazilian context from the educational processes taking view current theoretical perspectives and objectives of teaching and learning science at school. These perspectives have led to an analysis of the possible use of new technologies, particularly the educational laptop PROUCA, as an educational resource to renew practices in science education. As for the methodological perspective, the research was based on qualitative research, validated by literature and the use of techniques such as observation, questionnaire and interview. In field research context were contacted 12 school units of the Municipal Department of Education, and, respectively, 12 science teachers from the 9th grade of elementary school (EF), and a trainer of the Center for Educational Technology (NTE) to collect data. The collected data were analyzed based on empirical and interpretative analysis. The results showed that the inclusion of PROUCA in the investigated schools did not cause profound changes in science teaching, which collected data show that the textbook, videos and slides are the most commonplace features used in the practice of science teachers. And as there are new digital inclusion programs that provide technological resources to schools with public funds, therefore, is the disuse of existing equipment, with no due reframing and transition in the pedagogical use of such resources in the teaching practice. These findings, in addition to forming themselves into obstacles to critical and innovative use of ICT in school education, point out the importance of teacher training in digital inclusion setting. Arising from the findings was prepared a proposal for Teacher Training, as a contribution to the learning process of science teachers from the final years of elementary school, aimed at integrating the educational laptop PROUCA, with emphasis on developing educational activities supported in the use of educational technology to streamline teaching practices.
Tutorial: animações no ensino de química
(Instituto Federal do Amazonas, 2016-12-06) Lopes, Auxiliadora Cristina Corrêa Barata; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Liliam Gleicy de Souza; http://lattes.cnpq.br/5975146879421482
This Tutorial is a by-product of the Dissertation entitled "THE USE OF COMPUTATIONAL ANIMATIONS IN INITIAL TEACHER TRAINING: an alternative to improve chemistry teaching" of the Professional Master's Degree in Technological Teaching of the Federal Institute of Education, Science and Technology of Amazonas, elaborated by the Auxiliary Teacher Cristina Corrêa Barata Lopes, under the guidance of Prof. Dr. Edson Valente Chaves. The purpose of this research was to develop animations in Power Point software aimed at contributing to the initial training of teachers in chemistry teaching. And the purpose of this Tutorial is to assist teachers in the use and development of animations in chemistry teaching.
O uso de animações computacionais na formação inicial de professores: uma alternativa para melhoria do ensino de química
(Instituto Federal do Amazonas, 2016-12-06) Lopes, Auxiliadora Cristina Corrêa Barata; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Liliam Gleicy de Souza; http://lattes.cnpq.br/5975146879421482
Experimentation in chemistry teaching generates interest among students through discipline. This situation can be observed in the different levels of schooling, from Basic Education to University. However, the teaching-learning process has shown that, for the most part, the use of experimentation is not contemplated in basic education. Among the main arguments that justify the low use of the laboratory are the pedagogical, economic, structural and human arguments. It is known that there is practically nothing that completely replaces the pleasure in learning that a practical class provides, but the use of some alternative methodologies or resources may alleviate the lack of experimentation in teaching chemistry. Computational animations are examples of alternative resources, since it allows the visualization of experiments in the field of chemistry, which for any reason are impossible to be realized in the teaching laboratory. This study was developed in order to develop animations aimed at the teaching of chemistry and to verify their contribution in the teaching-learning process and in the initial formation of teachers. The work was developed with participants of the Uirapuru Project, developed under the Institutional Program of the Initiation to Teaching Grant - PIBID, in the context of the Federal Institute of Education, Science and Technology of Amazonas - IFAM. In order to reach the desired objective, the methodological course was worked according to the philosophical approach of the dialectic, the qualitative approach and the methodological strategy of the action research, which supported the specific stages of this research as follows: To qualify undergraduate chemistry graduates Uirapuru Project to produce animations through Power Point software; To apply in the classroom the animations produced and to analyze the contribution of this resource in the initial formation of teachers and in the teaching-learning process; To scientifically disseminate the knowledge built from this research through the presentation of academic papers in educational events and periodicals; And produce a website containing tutorial and animated examples in order to assist teachers in the development and use of animations in teaching chemistry. It is concluded that this work contributed to the initial training of teachers, inserting new languages and technologies in teaching practice, as shown by the perception of the licenciandos in the evaluation, in which 100% of them inferred that believe that the animations created in Power Point can be used as a resource for teaching, identified animations as an important tool for teaching chemistry, and can also be created as resources for other disciplines, and signaled that they would use this feature in their classrooms. Of the supervising teachers and scholarship recipients, 100% believe that the use of animation facilitates understanding of the content taught and can positively interfere with the teaching- learning process in chemistry. This contribution was verified in the teaching-learning process through a significant increase in the thematic issues of chemistry, in which a greater understanding of content was perceived, thus promoting a meaningful learning, according to Richard's Cognitive Theory of Learning Multimedia Mayer. In this way, an improvement in the teaching of chemistry is offered.
O uso dos espaços no ensino de desenho técnico: uma proposta em espaço formal não convencional
(Instituto Federal do Amazonas, 2017-05-18) Lima, Rafaela de Araujo Sampaio; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Pacheco, Almir de Souza; http://lattes.cnpq.br/9497811380342629; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456
The present dissertation aims to bring a contribution to the teaching of Technical Drawing, by using various school spaces. In this sense, its objective was to identify the contributions of the field class in formal non-conventional space in the teaching learning process of the Technical Drawing. The study becomes important, since the field class is a didactic modality very widespread and validated in other disciplines, but rarely used in Technical Drawing, whose classes are limited to activities of copies of models pre-established by the teachers and in the insistence of the appropriate handling of the technical drawing instruments, limited to the space of the classroom. In order to base this study, it was necessary to discuss the origin of the technical drawing and its teaching, the use of spaces in the teaching / learning process and the field class as a new perspective in the teaching of Technical Drawing. This work followed the assumptions of the quali-quantitative research, fulfilling the methodological contributions of the study of case. Data were collected and recorded through observation, documentary analysis, visual material and application of questionnaires; technical drawing activities were applied from classes in formal space (classroom/copy of pre-established model) and field classes held in formal non-conventional space (cadastral registration in the Engineering Sector of IFAM, Campus Manaus East Zone), having as participants 44 students of the the first grade of Integrated Technical Education in Landscaping. The obtained results allow to identify that in the Technical Drawing teaching it is necessary that the theoretical classes and drawing activities be complemented with a field practice, so that the student, when leaving the formal space and confronting with a constructed space, can fix the content covered in the course and to recognize the elements and constructive techniques studied in the theoretical classes, to relate the acquired learning in the discipline to their work in the world of work and to develop skills not foreseen in the program content, such as creativity, decision making, ability to solve problems. In addition to these contributions, the field class provides a space for collective work and socialization of information with students, teachers and other professionals of the educational institution. These results attest to the relevance of the present study, in that the field class in Technical Drawing, in formal nonconventional space, can constitute a new perspective of teaching, with potential to promote meaning to student learning, as well as to stimulate their capacity of observation, planning and elaboration of projects that are closer to and adapted to the observed reality. In order to consolidate and disseminate the didactic modality of the field class adapted to the discipline of Technical Design, as a product of this research, a manual of orientation for teachers of the discipline entitled New Perspectives for the teaching of technical drawing was elaborated, whose objective is the expansion of the classes to non-conventional formal spaces, instigating the use of different spaces in the process of teaching/learning.
Utilização de aula demonstrativa como modalidade didática no ensino/aprendizagem em estudo de fisiologia vegetal
(2017-12-14) Nascimento, Lilian Loren dos Anjos Muniz do; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518
The teaching of Biology, Botany is one of the areas that present the biggest difficulty in terms of assimilating contents by the student, respected because of exhaustion and monotonous, and has become a challenge for teachers who have to seek diverse ways to contextualize the contents in order to attract and attract attention of these students. In this context, this research aimed at the use of demonstrative class as a didactic modality for the students' approach to the plant kingdom and the phytoremediation technique, which was carried out during the supervised curriculum internship III and IV, developed in IFAM Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus - Centre in the classes of the 2 year of high school integrated to the technician of information technology, mechanics, buildings and chemistry. A total of 157 male and female students aged 15 to 20 years. The methodology employed was qualitative in nature. A questionnaire was used as a data collection instrument, field notebook and participant observation. After the application of the previous questionnaire, the content proposed in our research with an expository class dialogue was started contextualizing the importance of plants in the daily life, mechanisms of absorption and conduction of substance by the plant and phytoremediation, Later, a demonstrative lecture on the conduction of substances by plants. At the end of the activities and as an evaluation students were asked to write a text using the botanical terms used during the classes and the application of an evaluation questionnaire. Among the results obtained with our research we realized that the students still had knowledge about phytoremediation technique and were very participative both in the demonstrative class and participation in the questionnaires.
Validação de jogos didáticos utilizados para o ensino de Química
(2018-11-29) Carvalho, Francimary Cabral; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Castro, Rebecca Freire de; http://lattes.cnpq.br/2887105230586098
The Periodic Table is a complex theme for many students due to the difficulty of understanding their concepts, making it essential to provide educational tools that contribute to the assimilation of content. This study was developed considering the bibliographic survey, game selection, validation, game application, verification of learning and the elaboration of a didactic resource kit. This work has a qualitative approach, having as a methodological strategy the Research-Action. The research was developed with students and professors of the Federal Institute of Education, Science and Technology of Amazonas - IFAM. The selection of the games was done through consultation with the IFAM library records, consultation of the electronic records of the Academic Department of Basic Education and Teacher Training (DAEF) of the chemistry degree course, referring to PIBID projects from 2010 to 2014 and PRODOCENCE from 2008 to 2010. The Enigma Periodic and Chemical Profile games were selected, which were submitted to a content validation. The validation was carried out through the application of the games and subsequent evaluation of their attributes by the 7th period chemistry graduates and effective professors of the degree in chemistry, where through their specific knowledge about chemistry, methodology and didactics they critically analyzed the material proposed as a playful resource for the teaching of Periodic Table. Through the analysis of the information of the applied questionnaires, a content concordance analysis was generated among the evaluators regarding the formative aspects of the learning of the games, level of the content addressed by the games and playfulness. The games were reviewed, reprinted and applied in the 1st year of high school to measure how much the games influenced the learning process. The results obtained were excellent, with learning yield of approximately 78%, after the application of the periodic Enigma game and 71% after the application of the game Chemical profile. Before the application of the games the yield was 46%. In this context, it was evident the improvement of the use of the class, which justifies the effectiveness of play games validated in the present work. The Enigma Periodic and Chemical Profile games are promising tools to aid in the understanding of contents related to the Periodic Classification of Elements, and can be constructed with materials of low cost, which makes it a didactic material accessible to all.