Monografia_Biologia

URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/735

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Análise do processo de ensino do reino plantae no ensino médio
(2019-12-06) Souza, Naylana Melo de; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Souza, Heliamara Paixão de; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935
The use of plants has been a common practice for man since the dawn of civilizations. In the Amazon region, this practice occurs empirically, as a tradition of different peoples. Making an analysis of the teaching of Botany, it is noticed that many students feel discouraged in learning due to the scarcity of didactic resources and the use of school books as the only learning tool. The present work arose through a questioning in the supervised internship, where it was observed the way the vegetable content was being approached in the classroom, with this the research seeks to investigate what are the difficulties of teaching the learning of 2nd grade students medium in relation to the content of Plantae Kingdom, a survey questionnaire was applied to 30 students of the 2nd year of high school for the investigation of the problem. It is noted that even today we have few methodologies applied in the classroom for teaching vegetables, it is necessary that researchers and professors in the field of botany develop new methodologies so that this teaching becomes more pleasurable to students.
Dengue, Zika e Chikungunya: análise dos efeitos de campanhas preventivas e uma abordagem da aprendizagem significativa em Instituição de Ensino Federal
(2016-12-19) Cavalcanti, Anne Caroline Simões; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Aguiar , Madalena Otaviano; http://lattes.cnpq.br/8123789811990668; Nascimento, Valdinete Alves do; http://lattes.cnpq.br/5981077525371824
Dengue, Zika and Chikungunya are viral diseases that afect millions of people of the entire world. They are transmitted by the female gender of the moskito Aedes aegypti and today, they are presente in all brazilian territory. The Ministry of Health and Ministry of Education created a program called School Health, which approaches about ways of prevention for these diseases and the promotion of health. It’s school’s and teacher’s responsibility, as health promoters, to spread the knowledge about the vector, its characteristics and etiological agents. In this research, we verified the effects of prevention campaigns and awareness in students of a federal institution, evaluating the researched population knowledge about the vector and its etiological agents, comparing the level of knowledge of the different educational levels. Coming from the idea that health education is liked to the meaningful learning, the tool for this research was a semi-open quiz, which application was done in two steps: 1) The quiz was applied to check the students previous knowledge. 2) The quiz was applied after classes with exhibition of a biology didactic video about the vector and its diseases social-political-economical implications using a PowerPoint® presentation with recent and contextualized information about these arboviruses. As result of the first avaliation, we noticed that campaigns that are external of the schools environment had better impact in every researched class. We verified a difference between classes from the graduation level and high school level, with a better development in the first ones. Its suggested that more intense activities about diseases prevention can be done inside of the institution and more attention to be given to the contents related to this theme in courses of teachers formation willing that the promotion of health be na activity independent of the promotional campaigns only done during the epidemics.
Desenvolvimento de software: ferramenta de ensino de micologia para o nível médio
(2017-12-15) Pinheiro, Hannah Karoline Andrade; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lira, Antonio da Fonseca de; http://lattes.cnpq.br/2666579666823512; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935
Biology teaching, over time, has been modified and updated concerning to the new methodologies and technologies of teaching Science. With the advance of computing, the computer promoted a series of changes not only on the robotics, medicine, agriculture, but also on education. In this sense, several studies point to the use of computer technologies to offer a diversity of new proceedings and resources of content learning, beyond the exclusively theoretical approaches. The main objective of this work was the development of a software as a tool of biology teaching, with a specific focus on mycology, studied in the middle school as the Kingdom of Fungi. It belongs to a wider chapter denominated Microbiology. The lack of connection between the microbiology topics and the life routine turns the learning of this important theme to a challenging task. It is necessary to develop strategies and technologies of teaching and learning that helps the teacher to stimulate the students to get curious about microorganisms and the possible relation of them to disease, food conservation, biotechnological applications, and so on. Understanding the contribution that an educational software can bring, a database software was developed as teaching resource about fungi, macro- and microscopic images, morphologic characteristics and the main properties of different genres, pathogenicity and/or biotechnological interests. The software DIGITAL MYCOTECA was used with students of the first year of the high school level of the Centro Educacional Santa Teresinha Analyzing the qualitative quantitative Questionnaires, initial (M1) and final (M2), answered by the students and the application of the practical class realized in the software laboratory, it could be seen that the proposed classes including the software DIGITAL MYCOTECA as a teaching tool, contributed to the learning about the Fungi Kingdom. It was evidenced, according to the students, that the classes were interesting and comprehensive. The results indicated that the use of appropriate educational software, can contribute with the teaching of mycology at the high school level.
Educação e sustentabilidade: desafios à prática de ações para sensibilização ambiental de alunos do ensino fundamental de duas escolas públicas – E. E. Eldah Bitton Telles da Rocha e E. E. Prof.ª Tereza Siqueira Tupinambá
(2017-12-19) Drefs, Yosie Dias Serrão; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Gilonna Júnior, Roberto; http://lattes.cnpq.br/6166429640155944; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Souza, Heliamara Paixão de; http://lattes.cnpq.br/0367991915005308; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518
The theme addressed here aims to present the development of workshops for the practical teaching of vertical gardens with students of primary school public schools as a bias towards sustainability. In addition, it has been reflecting on the teaching learning process of sciences in the classes surveyed, as well as its disconnection with environmental education established as an opportunity to transform habits and attitudes that affect space, in addition to rethinking the place in which it is inserted. As a result of this work the research was based on sequence four of Zabala (1998), organized in 4 stages, which are: 1) Presentation of the Thematic; 2) Development of the Thematic; 3) Systematization of Knowledge and 4) Socialization of Knowledge. In this sense, it was concerned to adopt methodology in order to connect theory to practice and, on the face of it, the results showed that the workshops presented to the students were effective for their learning, because they showed how important it is to develop a sensitive and conscious behavior with the Nature, optimizing the society / school / environment relationship. It was evidenced in the results how the aspects of the development of workshops contributed to the development of the attitudes required by the education for sustainability, a robust requirement mainly because we inhabit the Amazon region.
A educação em saúde para a prevenção a hanseníase no contexto escolar
(2019-12-05) Amaral, Thaís Soares; Silva, Tatiany Oliveira da; http://lattes.cnpq.br/5127045588453047; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935
Although the right to health is ensured by the Federal Constitution and Health Education is a mandatory topic under National Curriculum Parameters, health issues are often overlooked when addressing the biology discipline. Currently, the state of Amazonas has high epidemiological rates of leprosy, a reality that could be transformed through educational measures in schools. In addition, there is a need for transformation in the way education is conducted in educational institutions, since they should encourage students to develop reflection and critical thinking so that they can build their own knowledge, not just reproduce decontextualized information. From this conception, a didactic sequence was elaborated based on the methodology of educating by Pedro Demo's research and the methodology of the three pedagogical moments described by Delizoicov and Angotti, focusing on health education for leprosy prevention. The results showed that working health education from the perspective of educating through research was indispensable to motivate students to actively participate in the class, therefore, to become subjects of the teaching and learning process. The present study is expected to contribute positively to the adoption of methodologies, that use research education, to address health education topics in the science or biology discipline
O ensino de biologia no contexto da educação profissional técnica de nível médio: análises e proposições
(2016-12-19) Pereira, Késede da Silva; Aguiar, Madalena Otaviano; http://lattes.cnpq.br/8123789811990668; Aguiar, Madalena Otaviano; http://lattes.cnpq.br/8123789811990668; Marcomini, Poliana Roversi Genovese; http://lattes.cnpq.br/7675459760244648; Silva, Fernanda Rebeca Araújo da; http://lattes.cnpq.br/3930005419908476
The teaching of biology in the sphere of basic education is considered a challenge. It is thought the possibility of insertion of knowledge of the Amazon region to a context in the education of the north of the country. It is believed that mid-level technical education should present an approach that understands the regular high school curriculum, but that correlates with the specificity of technical education. The line of research addressed is: Vocational and Technological Education, aiming, however, the Medium Level. The discourse was based on the following problem: how biology teaching could be approached in the integrated secondary education courses of the Federal Institute of Education Science and Technology, Campus Manaus Center, taking as reference the specificities of the Technical Professional Education of Medium Level? For this, project questions include thinking about which educational approaches are to be discussed in the context of IFAM's integrated middle school? How has Biology teaching been planned and planned in these courses? What methodological procedures can be inserted in this teaching reality? And in this way, to understand the EPTNM presenting a dialogue between the discipline of Biology and the technical teaching of each course integrated with the topics addressed in the classroom. In the course of the research two activities were carried out in classes with different themes: Botany with Plant Anatomy practices of medicinal plants and Vertebrates with emphasis on Electric Fish of the Amazon. With this, it was possible to dialogue teaching of vegetables and animals in the discipline of Biology, with the use of differentiated resources and made available by the educational institution, seeking to attend the classes of technical level in Buildings, Mechanics and Informatics. The classes were developed following Significant Learning Theory, Firstly a questionnaire was used to understand the students' understanding of the training they are receiving, then the application of the classes in the defined classes, ending with the discussion in the classroom, Regarding the posture of the technical professional and the knowledge of Biology and the observed peculiarities. For the classes too, a discussion was held on the use of sustainable resources and importance of knowledge on fish from the Amazon.
O ensino sobre drogas no ensino médio: reflexões e desafios
(2017-12-19) Passos, Fernanda Silva dos; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518; Magalhães, Ioná Pereira; http://lattes.cnpq.br/7895810754559803
The present study has as its central theme the teaching on drugs in high school, based on the development of a didactic sequence embodied in Antoni Zabala (1998). Therefore, the proposed pedagogical intervention aims to understand the conceptions of high school students about licit and illicit drugs. In this sense, a lesson plan with the theme "Drugs" was developed from the didactic unit two of the aforementioned author. The study was developed in a school located in the northern part of Manaus, with students from three groups of the third year of high school in the year 2015. The study uses the qualitative approach. As data collection instruments we used the participant observation recorded in the final report of the supervised stage, the application of a questionnaire and the debate held in the fourth moment of the didactic sequence. It was found that 63% of the students have ever had contact in life with any type of drug that is lawful or illegal. The didactic unit proposed by Zabala (1998) made it possible to broaden the development of scientific knowledge about the proposed theme, pointing out the possibility in biology teaching that surpassed the approaches focused on the memory and reproduction of knowledge, but committed to the social formation of individuals.
O estágio supervisionado na formação de um professor de ciências biológicas
(2017-12-18) Teixeira, Gabriel Medrado; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Almeida, Adriana Neves de; http://lattes.cnpq.br/7815549956025130; Lapa, Barbara Castro; http://lattes.cnpq.br/7253775685720985
This work was written with the objective of recording the importance of Supervised Internship in the training of the Biological Sciences teacher. Beginning with my formative process until the admission to the Federal Institute of Education, Science and Technology of Amazonas - Campus Manaus Center - and completion of Supervised Internships, starting from an autobiographical perspective exposed to the reader of this work. Trying to demonstrate details that have contributed significantly to my teacher training process. Highlighting all the learning acquired during the accomplishment of my four Stages in two different schools of Manaus and bringing a critical remark about the experiences taken in this course. For the construction of the future teacher I indicate the relevance of the Supervised Internship and what their contributions to the institutions where the Internships were held and for the Degree in Biological Sciences.
Estratégia didática para o ensino sobre vírus com ênfase no papilomavírus humano
(2017-02-15) Oliveira, Elisângela Cavalcante de; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Souza, Heliamara Paixão de; http://lattes.cnpq.br/0367991915005308; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518
The present work aims to report the experience of applying two teaching strategies with the use of alternative resources for the virus teaching, with emphasis on Human Papillomavirus (HPV). This experiment was carried out in the environment of two schools of the state network of Manaus, with a class of 6th year of primary education and two classes of 3rd year of high school during science and biology classes. Our goal is to consider the importance of the vaccine to prevent virus and the use of condoms as a necessary behavior. The activity was divided into three moments: 1) observation of the methodology used by the teacher and the resources offered by the school space; 2) interview with groups of students and with two teachers; 3) analysis of previous knowledge and application of strategy. It’s verified that students have difficult in assimilating the contents approached in science and biology and believe that with the use of new forms to approach the content could provide them a better comprehension, making learning meaningful.
Estratégias educativas para o processo de ensino e aprendizagem de parasitologia: uma experiência com alunos do primeiro ano do ensino médio
(2019-06-21) Nascimento, Marcela Souza do; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346
Parasitology is a branch of study of great relevance to society, especially in the field of education and health, but in basic education. It is taught transversally, always linked secondary to other subjects such as basic sanitation. However, it is a subject that needs to be further explored and contextualized in an integrated way, and that can be used as a tool for prevention and maintenance of health. In this sense, it is the emergence of the importance of creating new didactic alternatives that aim to facilitate the teaching-learning process in parasitology. Therefore, the didactic sequence (SD) is highlighted, which in turn is a set of activities organized and articulated with each other to work a particular subject in stages and / or activities in order to improve the teaching / learning process of learners . This study aimed to evaluate didactic tools of a playful nature in order to lead students of the 1st year of high school in the processes of construction and appropriation of knowledge about parasitology. The chosen methodology included a bibliographical, exploratory, applied nature and qualitative-quantitative approach. The didactic sequence (SD) developed for this study was composed of four moments: Moment I - Awareness raising and initial survey (initial questionnaire and expository class); Moment II - Problematization (Mind Map); Moment III - Organization of knowledge and development (Quiz and practical class in the laboratory) and Moment IV - Synthesis and finalization (Comic book and final questionnaire). Therefore, the didactic sequence reported proved to be a viable alternative, since the steps followed were well received by the students, and with active participation of all involved, denoting being a pedagogical tool that can be used as a promoter of health education, especially in what concerns the teaching of parasitology.
As facetas da inteligência: o desenvolvimento das habilidades intelectuais pela prática do roleplaying game com base na teoria das inteligências múltiplas
(2019-12-19) Rodrigues, Madson Rafael Souza; Lira, Wallace; http://lattes.cnpq.br/7834505234728150; Lira, Wallace; http://lattes.cnpq.br/7834505234728150; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346
Intelligence is a complex term that cannot be underestimated or abandoned to the mechanical factors of everyday life. It should be perceived as part of a constant reflection of its meaning and improvement regarding normative and non-formal learning practices. A possibility of integrating these factors requires that in their understanding a synthesis of their concepts be made in various views of Science and unite it with an approach that does not require standardization as the only path of improvement. This form may be the determination of the relationship between roleplaying game, a social and creative practice already used as an attractive teaching resource that can be associated with a different way of seeing intelligence, in this case, in the eyes of Howard Gardner's theory. Linguistic intelligence was chosen from several that the theorist presents came from the application of a questionnaire in groups of RPG players that contained 160 answers. These individuals presented their potentialities and the intelligence-developing elements that were compared from a perspective within Noam Chomsky's Generative theory that resembles Gardner's thinking in assuming that innate capacities are developed throughout an individual's life. biological, social and cultural aspects as major influences. The units Competence by Chomsky's visions were compared alongside their performances along with the necessary skills, finally, the competences by the Common National Curriculum Base for comparison purposes
Formação de professores: concepções e práticas pedagógicas em educação ambiental
(2017-12-14) Silva, Ingride Jarline Santos da; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Aguiar, Madalena Otaviano; http://lattes.cnpq.br/8123789811990668; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346
Iniciação à docência no IFAM: contribuições do PIBID para a formação docente em ensino de ciências
(2016-01-25) Tanaka, Ana Lúcia Drumond; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428
Teacher training is a recurring approach in production and academic debates. In the quest for quality in teacher training, new ground has been trodden by academic institutions. From this perspective, the Ministry of Education created in 2007, the Institutional Scholarship Program Introduction to Teaching (PIBID). This program provides scholarships for undergraduate students participating initiation of projects to teaching developed by higher education institutions (HEIs) in partnership with basic education schools in the public school system. Due to the importance of that program in 2013, with the change in LDB, was regarded as the country has a Public Policy program, the work that follows aimed to identify its contributions to initial teacher training from the perception of undergraduate fellows program of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). The survey presents qualitative approach which data collection was based on two instruments: a questionnaire and documentary research on the PIBID-IFAM. Questionnaires were administered to 15 fellows from initiation to teaching the IFAM in the year 2013, undergraduate in Chemistry and Biological Sciences. The documentary research was based on the following documents: the first notice of CAPES public selection convening of PIBID (Notice MEC / CAPES / FNDE No. 01/2007), the institutional design PIBID / IFAM and the legal basis of PIBID through LDB No. 9.394 / 1996, Decree No. 7.219 / 2010 and Law No. 12.796 / 2013. The analysis points to the real potential of PIBID, institutional level, confirming their contributions to the initial training of undergraduate and appreciation of the teaching profession in the Basic Education of the public school system. In addition, it was noted that the Programme contributes in a representative way for the construction of teaching knowledge and training of research professor, both in the initial training of undergraduates, and in continuing education, as teachers of basic education, participants of the program, experience moments of reflection about their practice and the practice of their students, which triggers improvements in pedagogical teaching practices.
A inserção do ensino da biotecnologia nos livros didáticos de biologia
(2017-12-14) Batista, Larissa Matos; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541
Biotechnology is one of the most prominent areas of science and has remarkable scientific advances for the population, and the school as a whole has a fundamental role in spreading knowledge about Biotechnology and its applications, however, this theme is left to be taught at the end of the school year, that is, when there is enough time for such, otherwise these subjects will not be treated in the classroom for several reasons, among them the difficulty in understanding biotechnological processes only in theory, both teacher and student, the high cost of practical classes and the lack of didactic resources with easy to understand language, with curiosities, experiments and activities related to Biotechnology as support for the teacher in the teaching and learning process of the students. Thus, the present study aimed to investigate the insertion of Biotechnology teaching in Biology textbooks, through Bardin's Content Analysis (2011). For this, three Biology textbooks were sealed, after which, the floating reading of the books was performed, which corresponds to the pre-analysis phase, from which the keywords related to Biotechnology emerged. Through the list of keywords, they were grouped into categories according to their similarities and differences, which corresponds to the exploration of the material, the categories elaborated were: Central Dogma of Molecular Biology, biotechnological tools and techniques, biotechnological products, related bioethics biotechnology and genetics associated with Biotechnology. The third and last phase are the inferences and interpretations, which are in the form of the text of each category formulated in the results and discussion. In the three books the Biotechnology theme was verified in a specific chapter, with the presence of part of the technical and scientific advances of Biotechnology. However, the contents referring to the Central Dogma were not found in one of the textbooks, in the category Biotechnological products it was noticed the incorrect presence of the concepts of genetically modified and transgenic organisms, and the ethical theme was superficially represented in one of the books analyzed. From this, it was possible to be aware of how the insertion of Biotechnology in school textbooks was carried out, with the presence of some technical and scientific advances. However, since the textbook is the main material used in the preparation and application of the classes, the teacher needs to be attentive to the defects present in the books, so that they are not perpetuated to the students.
As intervenções pedagógicas no ensino de ciência
(2017-12-15) Souza, Pedro Paulo Aricara de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147
This research was carried out during the course of Supervised Curricular Internship II and IV, being Elementary School and High School, in a public school of the state education network, in the city of Manaus. The objective of this study was to analyze the use of interventional practices such as portfolio and classroom experience, with the participation of 6th and 1st graders as protagonists of the research scenario. The present work demonstrates the importance of the use of differentiated methodologies that are auxiliary to the teacher during the process of teaching learning.
Mapas conceituais: a biologia na perspectiva didática ao ensino de alunos surdos do IFAM/CMC
(2017-12-15) Silva, Bruna Rachel Cardoso da; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456
Inclusive education is gaining its space. With the validity of the Law of Guidelines and Bases No. 9394/96, the students deprived of hearing started to have the right to attend regular schools. Aiming at this, the research sought to develop a methodological tool that could guarantee the accessibility of these students in the understanding of biological concepts. This research aimed to analyze the activities with concept maps in teaching deaf students in Biology activities inserted in the Integrated High School in Informatic from the IFAM / CMC, trying to understand how the Concept Map helped to biology discipline of teaching on challenges of the deaf student in the IFAM / CMC.
A pirâmide alimentar como instrumento didático para o ensino de discentes sobre a culinária amazônica
(2017-12-14) Marinho, Samara Pantoja; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Magalhães, Ioná Pereira; http://lattes.cnpq.br/7895810754559803
Promoção de saúde na escola: modalidades didáticas como forma de combate à dengue, Zika e Chikungunya
(2017-12-15) Silva, Dejanane Silva e; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346
In various educational institutions today is an educational model that has contributed significantly to the low levels of education of the students of our country, and we can't get used to this situation. The historical moment in which we live requires a reflection on the strategies used in the classroom for the teaching of Sciences especially in biology. In this sense, the teaching methodology should enjoy a different dynamic that involves students in issues related to your day to day result of practical life. Therefore, this research had as main objective to check and compare the efficiency of the use of educational modalities theoretical exposure, sometimes referred to as traditional methodology and theoretical-practical exposure in the teaching-learning process in biology in two classes of first grade State school Brigadier João Telles Ribeiro Shrimp, located in the South zone in Manaus-AM, aims to assess the learning of specific first-year students with the theoretical approach; assess learning of first-year students with the dynamic approach; and finally, compare the learning outcomes of first-year students from the two approaches used. In this context, both classes were worked the same way. Initially applied a prior questionnaire on the knowledge of students about the Arboviruses that are in the current scenario, in which present Dengue, Chikungunya and Zika, the Aedes aegyptivector. Later two were given theoretical exposure classes then students answered a questionnaire with questions about the topic discussed in class. After, there were theoretical and practical classes and at the end also applied a questionnaire with questions addressed in the practices.The final was held a qualitative assessment from the application of questionnaires and also an assessment in which it sought to analyze the ideas of students after the teaching learning process on the topic developed. The survey identified the results proved the effectiveness of theoretical-practical exposure in the teaching-learning process in biology, in which students have worked more, getting more interest and successful, so the importance of experimental practice in teaching biology.
Proposta de sequência didática como recurso pedagógico para o processo de ensino - aprendizagem do uso do protetor solar no primeiro ano do ensino médio
(2019-12-05) Lima, Michelli da Conceição; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Pinto, Elson Antonio Sadalla; http://lattes.cnpq.br/9786797594989755
In the rush of everyday life, many important things are postponed, including skin care. In recent years the rates of skin problems have grown significantly, especially skin cancer. Thus, studying and understanding the problem is fundamental for the development of personal care actions. Given this, this work is a booklet production through a didactic sequence based on the fourth unit of Zabala, with the objective of evaluating the nature of the knowledge that integrated high school students have about the use of sunscreen. The study was developed with first year students of the Federal Institute of Education, Science and Technology of Amazonas - IFAM in Manaus, which consists of applying a sequence that was divided into four parts and had so its finals product the production of a booklet. The research proved to be efficient in building students' scientific knowledge, enabling the dynamization of the class with easy and interactive activities.
Recursos didáticos alternativos para o ensino de zoologia dos vertebrados
(2017-06-28) Almeida, Érica Freitas de; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518; Souza, Heliamara Paixão de; http://lattes.cnpq.br/0367991915005308
The present work reports a research carried out in two public schools of the city of Manaus, with the purpose of using alternative didactic resources in the teaching of Vertebrate Zoology. The applied didactic resources were a game called "Deck of the Vertebrates" and parodies elaborated by the own students. The research was developed with 7th grade students, in which we applied the didactic game, and the 3rd year of high school, in which we used the parodies, during science and biology classes. During the study, the following steps were followed: 1) observation of the classroom environment; 2) application of a diagnostic questionnaire; 3) use of alternative teaching resources; 4) application of a questionnaire to evaluate the results obtained with the use of resources. We found the possibility of working on an extensive subject, such as Vertebrate Zoology, in a different way attracting the attention of the student, even in schools that do not have resources, nor a good structure.