MPET - Produto educacional

URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/30

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ABP: ensino de física moderna
(2020-06-01) Gonçalves, Karen Magno; Cabral Neto, João dos Santos; 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
As trainers of assistant physics teachers during the teaching of modern physics in the last years of high school, we developed this didactic guide that aims to learn more about the concepts and experiences included in this theme. An energy quantization, a nature of light and Bohr's atomic model are the concepts covered in all observed textbooks, the logo if produced or the focus of learning. In addition, this guide makes use of “seven leaps” that adopt the teaching strategy of Problem Based Learning (PBL). Despite being a permitted guide for the teaching of Modern Physics, we understand that it can be applicable to other techniques or to other disciplines that make up science, and even to other areas of knowledge.
Aventuras de Atomildo: guia didático
(2021-11-30) Rocha, Amanda Chelly da; Cabral Neto, João dos Santos; 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 de
Quantum 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.
O Blog como recurso pedagógico para o ensino da Língua Espanhola
(2016-02-26) Mesquita, Silvana Suelen Mendonça; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Khalil, Josefina Barrera; Gonzaga, Amarildo Menezes
GameAlfa: guia didático instrucional
(2018-04-24) Santos, Austonio Queiroz dos; Anglada-Rivera, José; 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/9977494986476816; http://repositorio.ifam.edu.br/jspui/handle/4321/300
The GameAlfa is a digital game made to serve as a facilitator resource of alphabetization through the development of phonological awereness skills in children with ages between six and eight years old. It can be played in different operational sistems and equipments, online and offline. This guide presents the GameAlfa and teaches its use, since the getting process, the instalation and operational process, as well as suggesting a pedagogical activity. We hope that this material serves for the introduction of this digital resource in classes allowing a contextualized and significant learning for the children.
Integração do BIM com a realidade virtual no ensino de projetos arquitetônicos do curso de engenharia civil: sequência didática para alunos da disciplina arquitetura e urbanismo com mediação dos professores do curso de graduação de engenharia civil
(2024-03-27) Aguiar, Cristiane Pereira de; Anglada-Rivera, José
This guide is a proposal with the purpose of contributing to the teaching activities of teachers and favoring the learning of students in the discipline of architecture and urbanism in approaching the content elaboration of architectural projects developed in the undergraduate course in civil engineering, considering the difficulty of perceiving the three-dimensional design rarely covered in civil engineering courses.This didactic sequence proposes to apply in a dynamic and engaging way one of the important contents for the development and understanding of architectural design for civil engineering students.It is believed that this proposal can be used by teachers and students, as it suggests that pedagogical practices can improve the understanding of three-dimensional projects and promote perceptions of construction errors virtually, that is, before a work is built. This product aims to promote procedural and attitudinal changes to students, as they enable students to apply their knowledge in practical situations, develop their skills and competencies over time and carry out relevant tasks in their academic lives, reflecting on their professional future. The implementation of the Didactic Sequence was planned and detailed in three phases with a workload of 20 hours, divided into: 12 hours in the classroom with expository and dialogue classes, 4 hours in the computer laboratory with the development of a workshop designed for the student to learn about and develop a plant using the Revit/BIM program and 4 hours in the computer laboratory with a workshop designed to visualize the three-dimensional project using Virtual Reality glasses.
MEPE: Metodologia para elaboração de produto educacional
(2018-08-03) Silva, Keila Crystyna Brito e; Souza, Ana Cláudia Ribeiro de; 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/2731574280619827
Programação com o scratch para aprender ciências: uma proposta para a formação de professores da educação básica
(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/3234592323714659
The educational proposal presented in this master degree research is aimed for supporting the primarly school teachers’ development through the use of the Scratch programming language, which can be mastered by learning how to send commands aligned with pedagogical and methodological goals in the teaching of sciences to be executed by a computer. In the end, learning how to send such commands will left primarly school teachers to acquire a new knowledge. Additionally, this research is composed by three parts as follows: 1) presentation about the Scratch visual programming language; 2) important considerations about how learning programming can impact in the teacher’s development; 3) explanation about the methodology for implementing actions by programming with Scratch to learn sciences. Last, but not least, this research lists allbibliographic references, as well as appendices and all supporting materials for the proposed actions. It is hoped that the proposal presented will be representative so that future teachers can experience the use of the visual programming language Scratch, to build teacher knowledge and to potentiate the learning of science contents in basic education, inside a perspective of knowledge construction.
Sequência didática: atividades para o ensino-aprendizagem da planilha eletrônica através da simulação de processos administrativos
(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/3175179523669781
This material represents the final product of a Master's Degree dissertation that aims to expand the possibilities of the pedagogical making of the Basic and Advanced Computer Science classes for Professional Education students through a didactic sequence that contemplates, in its methodology and approach, to stimulate the thinking through simulations of with the spreadsheet as a tool. The proposal of a didactic sequence aims at the development of strategies to facilitate the understanding of the topics addressed through the implementation of learning situations whose intention is to promote the understanding of the subjects and that these are in accordance with what students will have to face in their daily work as apprentices. Although the Basic and Advanced Computing course consists of several modules, this material intends to focus only on the Electronic Spreadsheet module and is composed of 5 regular 4-hour classes using materials that are easily accessible to students. During the classes, subjects related to the spreadsheet will be approached, such as formulas, mathematical functions, search functions, database functions, table formatting, dynamic tables, data validation, meta, solver, spreadsheet automation and form controls. objectives: to guide the students to a reflection about the proposed content, in the sense of encouraging the construction of skills that can stimulate Computational Thinking; to provide students with familiarity and exploration of the potentialities of the spreadsheet, specifically Microsoft Excel software, in the simulation of learning situations involving processes related to the administrative activities of a company; concepts of Computer Science to assist in the construction of automated solutions for problems that allow the use of the computer through the spreadsheet, allowing the student to see the result of their work. Considering that in a classroom not everyone learns in the same way, one looks for the didactic sequence and through a planning and a set of activities, to reach the objectives proposed in each planned stage. And, if learning does not happen immediately, create the possibility that it may occur in the future through the practice of computational thinking. Thus, this material does not intend to exhaust the pedagogical possibilities of the classes of Basic and Advanced Computing, much less be considered infallible in its objective. On the contrary, considering that each class has its characteristics and peculiarities, it is a suggestion of activities to be developed in the search to contribute to the practice of teachers, in order to make IT more interesting and motivate them to continue searching for methodologies of teaching and tools favor thinking organization and problem solving, which are Computational Thinking skills, as well as taking full advantage of the educational potential of computers and digital technologies