Navegando por Autor "Costa, Katia Maria Guimarães"

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Estratégias didáticas para o ensino dos elementos químicos e suas propriedades
(2019-12-06) Paiva, Antônia Jaqueline Vitor de; Costa, Katia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Santos, Ana Lúcia Mendes dos; http://lattes.cnpq.br/4731643147452069
Periodic table has long been taught in such a way that students are forced to memorize the symbols of chemical elements, names and numbers, without due consideration of the usefulness of these elements in the students experience. Thus, the need arises to propose methodologies that surpass the plaster teaching memorization of the periodic table. This work aimed to develop a learning project using didactic strategies for teaching the chemical elements in the classroom, encouraging students creativity and contributing to the teaching of chemistry. The didactic strategies used were comics and a didactic game. The projet was developed at School Maria da Luz Calderaro, in a class of the first year of high school, totaling 37 students. Initially, a previous questionnaire was applied, followed by the interventions that took place through lectures and dynamic exercises, elaboration of comics with the chemical elements as illustrative characters and the didactic game entitled "Path of the chemical puzzle". To verify the didactic resource employed, a post-intervention questionnaire was applied with the same questions as the previous questionnaire. In the comics it was found that they were very interesting in which each demonstrated a different plot, and can classify this stage of the project as fruitful, productive and creative. The game was the form of assessment, which assessed student participation and commitment to help win the game, the moment provided a more pleasurable assessment for students, as well as remembering everything they learned about content what is important for meaningful learning. Results demonstrate significant evolution in the students conceptions about the chemical elements and their properties after the application of the didactic strategy. The answers of some students were concrete and the ideas more structured compared to the answers that were given in the previous knowledge stage showing that the interventions made with the students helped to clarify doubts expressed by them. It is hoped that this study can contribute to the teaching of chemical elements and their properties in teaching, participating in the training of students and helping teachers to streamline their teaching activity.
Experiência formadora no PIBID/IFAM: uma autobiografia
(2018-12-28) Barros, Thalita Maciel Melero; Costa, Katia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Bezerra, Jaqueline de Araújo; http://lattes.cnpq.br/4616893220707322; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909
The Institutional Program for Teaching Incentives (PIBID) aims to value and encourage teaching, contributing to the search for quality teacher education through contact with the reality of the school that helps you think and solve challenges. Activities were carried out during the academic year 2015 through PIBID at the Ruy Araújo State School through the subproject of the Chemistry area. The present work aims to analyze the training experiences experienced in the initial formative process of a undergraduate student in PIBID / IFAM. The research developed in a qualitative and autobiographical approach, reflecting on relevant aspects of the formative experience within PIBID. The activities carried out were through participation in weekly meetings, planning and production of an intervention project based on observations made at the school. PIBID / IFAM contributed to professional development for a chemistry teacher to reflect, research and learn about their future teaching practice.
Roteiros didáticos: proposta de ensino utilizando o cardboard para abordar a temática de forças intermoleculares com alunos do ensino médio
(2021-08-13) Noronha Junior, Alexandre Medina; Souza, Heliamara Paixão Filizola; Souza, Heliamara Paixão Filizola; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Costa, Katia Maria Guimarães; http://lattes.cnpq.br/4801914492093251
With the advancement of technologies, it is possible to find virtual reality increasingly immersed in the daily lives of human beings. In the school environment, it has gained space, since through it is possible to generate significant learning, allowing the student to experience new sensations that go beyond those experienced when the teacher only uses didactic resources such as the board and the textbook. However, due to its high implementation, schools and their teachers encounter numerous difficulties in working with virtual reality in the classroom. Thus, the objective of this work is to understand how the Cardboard application can help the teaching of chemistry through the use of didactic scripts. The activities were applied with students from a public school in the city of Manaus, and as results, it was noted that the use of technological resources and the didactic script for the teaching of chemistry, specifically with the theme of molecular interactions, based on virtual reality, allowed not only a better understanding of the content, but also a bilateral relationship between educator and student.
Uso das tecnologias digitais no ensino-aprendizagem de química no contexto da pandemia
(2023-12-06) Bastos, Luana Caroline de Souza; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Costa, Katia Maria Guimarães; http://lattes.cnpq.br/4801914492093251
The objective of this work is to present an analysis of the use of digital technologies in teaching and learning Chemistry for high school students at a publie school in Manaus, related to the period before and after the Covid-19 Pandemic, from the student's perspective. The research was carried out at the Tiradentes State School within the scope of the Pedagogical Residency Program - CAPES, in partnership with the Federal Institute of Education, Science and Technology of Amazonas (IFAM) in the year 2023. The Pedagogical Residency Program (RP) launched by Notice no. 06/2018, from the Coordination for the Improvement of Higher Education Personnel - CAPES, a foundation linked to the Ministry of Education, and aims to provide undergraduate students with improvements in their practical training through their immersion in the basic education school, starting from the second half of your course. In view of this, a descriptive and exploratory research was carried out, considering that it will bring a bibliographical survey of the topic, as well as an analysis of new knowledge collected in the field research. As an element of analysis of the data collected through a questionnaire, a qualitative approach was selected, the results were presented in the form of graphs and these were discussed with the main authors.