Navegando por Autor "Farias, Fabrício de Oliveira"

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O uso de textos padronizados e jogos lúdicos como recursos didáticos para auxiliar na aprendizagem de química e física
(2021-08-11) Almeida, Gabriela Oliveira de; Farias, Fabrício de Oliveira; http://lattes.cnpq.br/6265424660011447; Farias, Fabrício de Oliveira; http://lattes.cnpq.br/6265424660011447; Souza, Heliamara Paixão de; http://lattes.cnpq.br/0367991915005308; Braga, José Francisco Aparecido; http://lattes.cnpq.br/8311026342420534
The present work arose through an Institutional Program of Scientific Initiation Scholarships and supervised internship with the objective of helping both teachers and students in relation to the difficulties encountered in the classroom during the development of the Chemistry and Physics curriculum component, taught in high school. Through this work, one can observe the vast difficulty that was found in the classroom, with regard to the topics covered, student-teacher relationship and other facts found there. We know that chemistry and physics, even today, is still a barrier for students who are aiming for training, some adapt, others like it and of course there are also those who did not know how to deal with this problem. So to make it easy for everyone, easy-to-understand work was carried out with playful activities, linking the students' daily life with teaching, making them critical, participatory and contributing to science in their training. Through several bibliographical researches, it was observed that the list of materials with a playful nature, are practically unavailable for the teaching of chemistry and physics. Thinking about changing this panorama, we implemented standardized texts to make the student stay up to date with the subject in a fun, participatory way and study with more pleasure, that is, thinking about learning, as the material has a summarized textual structure, but it is dynamic and objective, besides offering illustrative pictures and language in a way that the reader of any age can understand. In addition, games were prepared to continue textual exploration and consolidate the construction of concepts The work was applied at the Federal Institute of Amazonas - CMC to a group of integrated technical course in the 2nd year of high school, under the guidance of Professor Fabrício Farias, who taught the Physics curriculum component for this group. On the occasion, we delivered the texts through the teacher for reading in the classroom, the games were made available and the students were instructed to play at their homes and consequently sent them for correction and feedback, something necessary for the qualitative research conclusion.
O uso do programa scratch na abordagem dos conceitos iniciais de cinemática para alunos do 1º ano do ensino médio
(2016-02-05) Farias, Fabrício de Oliveira; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Amazonas, Márcio Andrei de Souza; Perez, Silvana; http://lattes.cnpq.br/3585326481456738
In this work we present a study on the use of animations in teaching activities in physical education, referring to the initial concepts of kinematics. The objective of this research is to apply the initial concepts of kinematics that is studied in the 1st year of high school more dynamic, contextualized and with the help of a software, but with the participation of students in order to make the enhanced learning. Scratch program will feature the technology (software) used to mediate the teaching of initial concepts of kinematics and become the most promising learning. The activities proposed in this study are based on the constructivist theory of Jerome Bruner which considers education for discovery and a proposed curriculum spiral format in which the content is proposed for surface and in-depth manner according to student learning. The participants were twelve students in a class of 1st year of high school of electrical engineering course in reliance belonging to the Federal Institute of Amazonas, Manaus-center campus. The instruments of data collection of this research were a pretest, two lists of exercises as the class script, a post test and two educational-methodological questionnaires. The conclusions derived from the vision of the students point out that the study of the initial concepts of kinematics, using animations and predefined physical concepts: (i) approached the theoretical knowledge of physics with everyday life, promoting learning, (ii) provided connections between the problem situations presented in the animations and physical content through interactivity, (iii) They aroused the pleasure of learning, and (iv) had innovative character, making interesting physics classes and different traditional classes. It is noteworthy that the vast majority of students considered useful lessons from this approach, and that the conceptual difficulties decreased intensely.
O uso do programa Scratch na abordagem dos conceitos iniciais de cinemática para alunos do 1º ano do ensino médio
(2016-02-05) Farias, Fabrício de Oliveira; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Amazonas, Márcio Andrei de Souza; Perez, Silvana; http://lattes.cnpq.br/3585326481456738; http://repositorio.ifam.edu.br/jspui/handle/4321/578