MPET-Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36
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Item 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 deThis 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.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 A contextualização do ensino de ciências na Amazônia(2022-09-12) Nascimento, Rebeca Brandão; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Irlane Maia; http://lattes.cnpq.br/3156688483798707The present work is an action research with a qualitative approach with the objective of evaluating the potential of approaching the electric fish associated with didactic strategies as a way of contemplating the Teaching of Natural Sciences in Elementary School Final Years in the themes and contents correlated. The methodology used was action research and 5 stages were organized: The first stage consists of collecting information about the place where the research was carried out and selecting the participants. The second step was the application of a questionnaire to collect the students' previous knowledge about the Amazon, the electric fish and the Sciences of Nature. The third stage was the construction of the educational product: a didactic guide for the dissemination of the importance of activities developing Amazonian themes for the development of meaningful learning. In the fourth step, the didactic sequence was applied. In the fifth stage, data analysis was performed using criteria to verify significant learning through scripts and analysis of the didactic sequence, which made it possible to create tables, charts and graphs. The results found show that the use of a didactic sequence can point out that the intention to teach concepts of Natural Sciences from something so regional brought clear results in the responses of the activities proposed in the scripts, presenting sentences, reports with a great connection to the Amazon. , anchored to previous experiences and knowledge, and may consider that the main objective was achieved, showing that the didactic sequence was of great relevance for the meaningful learning of the contents of Natural SciencesItem Proposta de um jardim sensorial para educação ambiental e promoção da saúde no ensino médio(2021-11-05) Lopes, Iarima Naama Ferreira; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Cabral Neto, João dos Santos; Anjos, Maeda Batista dosThe teaching and learning processes should generate great stimulus and performance to students and every day this process is being renewed from the use of new theories, methodologies and resources in the classroom. For Biology Teaching, focusing on the Botany content, for example, teachers seek to use non-formal spaces and other practical activities to avoid a fragmentation between theory and the reality of their students. However, a distancing between human beings and nature is increasingly evident, and an intervention that contributes to a rapprochement that brings mutual benefits is necessary. In this perspective, this dissertation aimed to develop a teaching guide for the construction and use of a Sensory Garden as an alternative to Environmental Education (EE), based on Meaningful Learning and Project-Based Learning. During the discussion, we address issues related to the basic concepts of environmental education, as well as the historical path that has been traced for Environmental Education to be inserted and discussed in education. The development of the research occurred in two distinct stages, the first step consisted of the application of a diagnostic questionnaire conducted online through the Google Forms platform with students from the 1st year of high school at the Federal Institute of Amazonas (IFAM), and the second step consisted of evaluating the proposal inserted into the educational product through the Delphi method, with application of questionnaires and sending feedback from previous rounds online. The Delphi rounds were directed to a group of reviewers from different educational institutions, in addition to undergraduate students in Biological Sciences. For the analysis of the results in both stages, a qualitative analysis was adopted. In general, the results obtained in the first stage provided us with important indications that the students of Basic Education present in their cognitive structure, basic concepts of EE observed through the discursive answers of the diagnostic survey, and that, as mentioned by them, there is a preference in practical activities when working on issues related to the theme. Regarding the Delphi method, the results reinforced the need to approach Environmental Education through methodologies that involve and make the student the protagonist of his own knowledge, in addition to the importance of discussing the conceptions of EE as a tool to raise awareness for a transformative EE. According to the evaluation of the referees, the proposed Project in ABP and other elements inserted in the product proved to be valid and appropriate for the approach of environmental issues.Item Avaliação da aprendizagem: instrumentos e critérios avaliativos na formação inicial de professores(2021-12-17) Barros, Ranyelle Lopes; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Eliane, BatistaThis research deals with the evaluated instruments and criteria, in the context of learning assessment, by enabling reflections and dialogues, based on the experiences of undergraduate students in Biological Sciences and Chemistry. Understanding the importance of training these students, this research aims to develop a proposal for initial training, based on the statements of undergraduates on learning assessment, instruments and evaluation criteria at the Federal Institute of Education, Science and Technology of Amazonas - IFAM Campus Manaus Center. Therefore, it presents the evaluation of learning, instruments and evaluation criteria in teacher education, based on the views of Luckesi (2011), Perrenoud (1999), Pacheco (2002), Rossit and Storani (2010), among others. The research results from an exploratory and descriptive study, with a qualitative approach. For this, we used the questionnaire as an instrument, with questions that focus on the academic experiences of the undergraduates. Data were organized and interpreted using the Content Analysis Technique (Bardin, 2009), divided into three phases: 1) pre-analysis; 2) exploration of the material (coding and categorization) and 3) treatment of results: inference and interpretation of data. To evaluate the educational product, we submit to an Ad Hoc Committee, formed by specialist teachers, masters and doctors who work in basic and higher education and in training courses for teachers in public institutions. Thus, the results of the analyzes indicate that the undergraduates understand about the assessment of learning and the relevance of establishing instruments and criteria that serve to diagnose, monitor and intervene in the evaluation process, as well as pointing out that the most used instruments, from their experiences are objective and discursive tests, and little used, consider pre-tests and cooperative assessment. As for the evaluators trained by the Ad Hoc Committee, they issued a favorable opinion to the educational product, considering it valid in its objective of contributing to the training of licentiates.Item Práticas e perspectivas para o ensino de microbiologia no contexto amazônico(2020-12-05) Souza, Afonso Santos de; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; 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/3694117633635449Learning can be built based on our experiences and through interactions with the community. In this sense, it is important to teach new knowledge at school based on regional context, so that it can get closer to the reality of the individuals in the learning process. In the case of microbiology, which is part of the curricular content of Biology in High School, this premise is even more relevant, given the complexity of the content and the invisibility of microorganisms. Therefore, the objective of this dissertation was to elaborate on a microbiology teaching strategy based on the Amazonian microbiota, proposing a didactic sequence based on the assumptions of David Ausubel's meaningful learning. The development of this research took place in two distinct stages: the first consisted of the analysis of high school textbooks, to verify how the microbiology contents were contemplated in these works, and in some way, microorganisms from the Amazon were mentioned. In parallel, a survey was carried out about published works that are easily accessible on the web, which used some Amazonian microorganisms as the object of study, from the perspective that they could subsidy to teach microbiology topics. The second stage of the research was subdivided into 6 meetings with 30 students from two classes of the 3rd year of high school at a state full-time school in Manaus, in the State of Amazonas. In this stage, previous organizers and concept maps were used as instruments for data collection, diagnosis, and evaluation. The maps were applied individually and collaboratively and analysed using Topological Taxonomy and Analytical Rubrics, containing criteria that describe the qualities that should be highlighted during the evaluation, namely, the levels of performance, and the quality of performance, which it is the description of what the teacher expects each student to achieve. The results obtained showed that the textbooks did not include regional content, demonstrating the lack of support materials for contextualization at the regional level. We verified through a systematic survey, that there are countless published scientific works on microorganisms in the Amazon and that they could be used for direct application in the classroom. The application of the didactic sequence showed the enhancement of learning in microbiology exemplified with Amazonian content, causing a noticeable increase in students' empathy for the topics covered, and is reflected in the evaluation of the final conceptual maps. Therefore, the didactic sequence proposed here proved to be valid to facilitate the acquisition of knowledge of microbiology contextualized in the Amazon. And yet, both the evaluative and analytical instruments proved to be adequate and useful for teaching general microbiology and in the Amazon context.Item O teatro científico como organizador prévio de conceitos da eletrostática(2018-04-27) Nascimento, Erlande D’Ávila do; 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; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692The teaching and learning of electrostatics, content usually presented in the last year of high school, in addition to mathematical approaches and vector algebra, requires the student previous knowledge of concepts seen in previous series and emphasize the concepts of strength, energy and field. But not always, this prior knowledge, contained in the cognitive structure of the student, has its scientific meaning stabilized and despite the familiarity with the concept still identifies difficulty in learning. We see in the scientific theater a proposal of work capable of promoting the organization of previous knowledge of students, which works the potential that people have of expression and conscious communication. The present research aims to investigate in which aspects the scientific theater can be configured as a previous organizer for the significant learning of electrostatic concepts for students of the second year of High School of the Federal Institute of Education, Science and Technology of Acre (Ifac), Rio Branco Campus. To guide our research, the Research-action was used as research methodology and to collect the data was used the diagnostic questionnaire, interviews and script of the theater play. For the study of the scientific theater as a previous organizer, the proposal is based on significant learning theory and previous organizers. Two groups of students participated in this research. The group that is the focus of this work was composed of 24 students of the 2nd year of High School who attended the play (audience). The other group containing 33 students from the 3rd year of high school collaborated in the construction of the script, in the operationalization of the play and its staging. In order to identify students' prior knowledge, we applied a diagnostic questionnaire and based on the results obtained, the proposal was made to implement the scientific theater as a previous organizer of electrostatic concepts. The results proved the efficacy of the scientific theater as a previous organizer for second year high school students, besides promoting learning in the students who participated as actors and support staff. An orientation manual was developed as a product of this research, entitled "The scientific theater as the previous organizer of electrostatic concepts - Teacher orientation manual", with the objective of encouraging the teaching and learning of electrostatic concepts through scientific theater in schools.Item 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/6646400621099687The 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.