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Item O blog como recurso pedagógico para o ensino da Língua Espanhola(Instituto Federal do Amazonas, 2016-02-25) Mesquita, Silvana Suelen Mendonça; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Kalhil, Josefina Diosdada Barrera; http://lattes.cnpq.br/3175179523669781This research aimed to verify the blog as an educational resource and its effectiveness in teaching and learning process of Spanish language. With the advent of technologies in the 80s, the society faced challenges in appropriating these TIC among them the Internet and its tools in different contexts today become essential to people's daily lives, including in schools. In this context, the computer and the Internet when used in the classroom are a resource that facilitates the process of teaching and learning, the interaction of the subjects participating and the understanding of the contents taught. Therefore, this research is guided by authors that dialogue on TIC in education and the teaching-learning process of foreign languages, presenting a study focusing on the blog and the teaching of Spanish. For this, we made a bibliographical survey of the route of the TIC in particular the internet with emphasis on the media environment of the blog, its educational use and potential in the teaching-learning of the Spanish Language. Follow the guided sociointeracionismo methodology of Vygotsky a qualitative approach and descriptive character and action research. The results showed the use of the blog as an effective teaching tool, indicating paths and possibilities for teachers to have been a feature that facilitated the learning of reading and writing Spanish Language, thus contributing to education, in interaction environment and writing collaborative with their students, as well as the inclusion of TIC in the classroom, have had a significant importance in their practices, giving new meaning to their planning. Thus, a blog as a pedagogical tool and product of this research was created; allowing the teaching-learning process of the Spanish language becomes more attractive.Item 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 deQuantum 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.Item Experimentação remota e simulações 3D aplicadas ao estudo da propagação das ondas eletromagnéticas por meio da aprendizagem baseada em projetos(2023-12-18) Silva, Izac Martins da; Cavalcante, Marisa Almeida; http://lattes.cnpq.br/7224775081434545; Frota, Vítor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Frota, Vítor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Magalhães Netto, José Francisco de; http://lattes.cnpq.br/3958238119785924This work aims to present the results of a study that sought to conduct a Didactic Sequence methodologically grounded in Project-Based Learning, using some practical-experimental tools, to investigate the propagation of electromagnetic waves with an emphasis on X-rays. This process allows for adaptations to in-person, hybrid, or remote teaching models. The study of electromagnetic waves is conventionally taught in high school, with an emphasis on the visible light spectrum. In contrast, our proposal presents a problem-based situation, focused on X-rays and their application in radiology, aiming to stimulate students to embark on an investigative journey with the purpose of proposing a solution to the presented situation. To assist and complement the theoretical research, practical-experimental tools are chosen, including remotely controlled experimental setups, a three-dimensional Android simulator, and a virtual reality simulator, which are developed throughout this work and methodologically structured and integrated into the phases of Project-Based Learning (PBL), adapted into introduction, initial research, artifact construction, second research phase, presentation, and publication. The results pertaining to these artifacts demonstrate that they are statistically valid for the collection of reliable experimental data and compatible with a wide range of Information and Communication Technologies (ICTs) synchronously or asynchronously, with the potential to complement each other or even expand the possibilities of implementing at least one of them in different classroom contexts. Simultaneously, the results of implementing the Educational Product provide evidence, through quantitative and qualitative studies, of the effectiveness of the proposal in two 3rd-year high school Physics classes, as well as discussions about its limitations and benefits. As a result of this work, it was possible to materialize and make available to society the Educational Product titled "Navigating Electromagnetic Waves: A Project-Based Learning Didactic Sequence for the Study of X-ray Propagation," which is versatile in terms of implementation, both in terms of content and the format of in-person or remote classes.Item Formação inicial de professores de ciências: construção de saberes docentes com a linguagem de programação visual Scratch(Instituto Federal do Amazonas, 2017-03-30) Rocha, Helen Regiane Pará; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Lima, Eliane Batista de; http://lattes.cnpq.br/3234592323714659With the intention of knowing which teaching knowledge can be constructed by future teachers of Sciences in initial formation, from experiences with the use of the visual programming language Scratch, this research was developed in the context of the Licentiate course in Physics of the Institute Federal University of Education, Science and Technology of Amazonas (IFAM), Manaus Campus Center (CMC), there is no space of the discipline, with students enrolled in the 5th and 7th periods. Because it is a research with an effective participation of the subjects, it was chosen as methodological support, an action research, through the qualification is implemented as an investigative action, with a workshop called "Programming with the risk to learn Sciences", which It was configured as the product of this research for an initial formation of Science teachers. (2008), Resnick (2007, 2013, 2014), Valente (1999), and in particular; 2014), Prado (1996), Demo (2008) to deal with the context of computer programs as a proposal for insertion in school, as well as in teacher training; Later on with Tardif (2014), Carvalho and Gil Perez (2001), Pimenta (2008) and Costa (2012), among others, to approach as conceptions related to teaching knowledge. The collected data were treated by discursive textual analysis (MORAES, GALIAZZI, 2011). As conclusions of the research on the infer that there was a construction of knowledge of experience and knowledge, and that are known as convergent for the construction of pedagogical knowledge in the initial formation of science teachers.Item GameAlfa: jogo digital como recurso tecnológico para alunos em processo de alfabetização do segundo ano do ensino fundamental(2018-04-24) Santos, Austonio Queiroz dos; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; COELHO, Iandra Maria Weirich S.; http://lattes.cnpq.br/4062149157525849; Zayas, Fidel Guerrero; http://lattes.cnpq.br/9977494986476816This research investigated the use of a game as a facilitating resource of alphabetization, by the developing of phonologycal awereness skills in students od the second year of middle school, in a public school of Manaus. During the metodologycal path, we adopted the qualitative approach having the action-research as the method; the technics and the data collections instruments used were the bibliografic research, the participant observation and the questionary adapted in a test shape. As the main resource was created a game during the invetisgatory path and applied to the class of students. With the application of a prototype, were collected the suggestions of the students and the teacher and applied again with the suggested amendments, searching with this a collaborative process of investigation and of product criation. The results verified were satisfying, because shows the development of phonologycal awereness skills in most of the studentes participating on the research, stem from the use of GameAlfa as technologycal resource.Item 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 deThis 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 teachingItem Na trilha da inovação: a formação do professor e as implicações com os produtos educacionais(2018-08-03) Silva, Keila Crystyna Brito e; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Rizzato, Sálvio de Castro e Costa; http://lattes.cnpq.br/2731574280619827The present research investigated teacher training through the perspective of innovation and its implications with regards to educational products derived from the thesis presented on Professional Master’s Degree in Teaching programs in Brazil. It pervades the professional qualification in the process for continued teacher training through stricto sensu graduate programs, more specifically those for the Professional Master’s Degree in Teaching, which has as its premise the articulation between professional practice and scientific knowledge, aiming at solving problems related to teaching and, as a result, creating an educational product. The chosen locus was academic programs for Professional Master’s Degree in Teaching, having as research subjects the educational products resulting from these programs, as well as educational businesses that have also resulted from them. Its timeline starts from 2010 and continues through 2015, a time period in which the first professional master’s programs were implemented in Brazil. To consolidate the research, the qualitative method was used, with an investigative character pervaded by a quantitative approach, in which bibliometrics were applied. For this research, national scientific databases such as SciElo and CAPES were surveyed, which allowed for initial considerations regarding the mapping of scientific production related to educational products resulting from Professional Master’s Degree in Teaching programs. In order to sustain the construction of this research, a documental survey was performed with regards to the educational policies related to the implementation of professional master’s programs in Brazil, as well as its legal documentation. Afterwards, the data collected with alumni from Professional Master’s Degree in Teaching programs were also surveyed. The educational product of this study aims at serving as an auxiliary in the elaboration process of educational products developed by students in Professional Master’s Degree in Teaching courses. For such a purpose to be fulfilled, it suggests tools for business modeling which are focused on problem solving and on its users, taking into consideration approaches such as Design Thinking, Value Proposition Canvas, and Minimum Viable Product, applied to educational purposes.Item Uma proposta para o ensino de conceitos da fisica moderna por meio da aprendizagem baseada em problemas(2020-06-01) Gonçalves, Karen Magno; 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; http://lattes.cnpq.br/1142247924140098The teaching of Modern Physics (MF) in high school classes has been a subject discussed by many teachers and researchers in recent years. It is a question about how we can insert MF teaching in schools and also how we can make students more active and interested in their learning. In order to solve this problem, we propose the construction and use of a Potentially Significant Teaching Unit (PSTU) based on Moreira, which uses, in its stages, the teaching strategy of Problem Based Learning (PBL), in order to investigate that aspects a didactic proposal that uses this teaching strategy can contribute to promote meaningful learning of MF concepts for students of the 3rd year of high school. Thus, as a methodology we use the qualitative approach and the epistemological basis of action research of the strategic type, which performs only one cycle in the application (planning → action → reflection → research → reframing). In addition, the data collection instruments were observation, problem solving, evaluative activity (use of scores) and questionnaires. Inserting the seven jumps proposed by Schmidt for PBL, we built the PSTU, which has eight steps, namely: (1) problem planning and formulation; (2) presentation of the problem and identification of previous knowledge; (3) brainstorming and preparation for studies; (4) addressing general knowledge through themes for individual studies; (5) increasing complexity and conducting new individual studies; (6) increased complexity and presentation of the problem solution; (7) carrying out an evaluative activity; (8) assessing the success of PSTU. After the implementation of the proposal and the analysis of the results obtained, it was noted that, in terms of student engagement in learning activities, there was an active collective participation and an increase in the progressive differentiations of the MF concepts during the orientation classes. In addition, this PSTU, in order to provide students with a cognitively demanding and communicational material, which at the same time favored meaningful learning, served as a basis for the construction of an educational product in the form of a didactic guide. Finally, it can be said that this PSTU, which made use of PBL as a teaching strategy, made it possible for students to actively participate in their process of learning MF concepts and presented in the results evidence of more meaningful learning, such as interest of the students for the solution of the problem and the choice of potentially significant materials.Item Uma sequência didática para o ensino do modelo padrão(2023-08-15) Bastos, Kleber da Luz; 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; Avila, Fernando Fulgencio León; http://lattes.cnpq.br/2776319211190616Teaching Physics is a challenge faced by many teachers at various levels of education and modalities. The nature of the challenge has two elements that have been discussed by several researchers who study the teaching of physics: (1) the complexity of the theories of physics and (2) the process of teaching and learning knowledge of physics. This scenario seems to intensify when we deal with concepts from the field of Modern and Contemporary Physics, in which Quantum Mechanics, Relativistic Mechanics and Quantum Field Theory dictate the discussions about matter, its constituents and the interactions involved. From this fantastic universe of theories, laws and concepts arising from a process of (human) construction of knowledge arises the Standard Model. This model organizes elementary particles according to their properties in the form of a table, which by many is considered the Periodic Table of Physics. To contribute with innovative actions so that students can have a better understanding of the structure of the matter, this research proposed to investigate how the teaching of the Standard Model can contribute to this learning, following the cognitivist theory of Meaningful Learning as a methodology. Using qualitative research as a structure and epistemological foundation of action research of the strategic type within a cyclical process, 5 teaching units were idealized following active methodologies, with implementation through a didactic sequence, being the basis of the educational product. As data collection instruments, the use of questionnaires and the systematization of learning after the script of practical activities were followed by the observation of the intended results, according to the verification of performance by the rubric. It is then stated that according to the results of the research, the material used connected with the cognitive structure of the learner in a relevant way, and that the learner in a non-arbitrary and non-literal way related his anchor ideas with the learning activities, indicating indications of more significant learning. As results we point out that the identification of concepts is necessary for the knowledge of the MP, the organization and planning of teaching and learning actions, the use of technological resources with experiments that show the way of investigating the structure of the matter and the games in teaching, are facilitators of the process.Item Sequência didática para o ensino-aprendizagem de informática no curso de assistente administrativo da educação profissional(Instituto Federal do Amazonas, 2017-03-30) Benarrós, Cynara Rodrigues; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Kalhil, Josefina Barrera; http://lattes.cnpq.br/3175179523669781This work presents a qualitative research that consisted in using learning situations, built based on the theory of Constructive Alignment, to elaborate, implement and analyze a proposal of a didactic sequence involving the spreadsheet and its functions in practical activities of simulation of administrative processes, aiming to exercise and encourage the Computational Thinking. This proposal was applied through the Basic and Advanced Computing course to students of the Industrial Administrative Assistant course of a professional education institution, allowing the analysis of the results obtained and verification of the understanding of the concepts related to Computational Thinking, in order to facilitate its application in any area of knowledge. In this context, it was possible to analyze the level of student satisfaction with the method used, where it was verified that to use the learning situations directed to the administrative routines not only contributes to the construction of the competences established for the course as it will be leading the student to become familiar with the context of the work environment. Considering that Informatics is an indispensable work tool, either directly or indirectly, it is the responsibility of vocational education courses to provide a minimum level of training for future professionals, demonstrating the importance of teaching-learning concepts of Computer Science in Brazilian education and raising awareness about the need for new research in the area.