Monografia_Biologia
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/735
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Item Desenvolvimento sustentável e jardim sensorial por meio da aprendizagem baseada em projetos - ABP(2023-02-08) Silva, Jander Ramires Rodrigues; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Cabral, Cinara Calvi Anic; http://lattes.cnpq.br/1702387634067240; Lopes, Iarima Naama Ferreira; http://lattes.cnpq.br/5535787963110897Sustainable Development (SD) is based on three pillars: Environmental, Economic and Social. Nowadays, with technological advances and innovative production processes, how are students learning this concept? For this research, a Sensory Garden (JS) already implemented at the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Centro, was used for students of the 1st year of High School in the class of the Technical Course in Chemistry, where it established the following problem question: “How to develop activities for teaching Sustainable Development from a Sensory Garden?”. The general objective was to investigate the contributions of a JS to the understanding of Sustainable Development and its Objectives, to students of the 1st year of high school. And as specific objectives, to propose Project-Based Learning (PBL) as a teaching methodology to approach SD based on the UN's 2030 Agenda, through the JS. And in addition, verify the potential of using JS as a didactic resource and non-formal teaching space, for the promotion of DS and its Objectives. The research approach was qualitative and the teaching method adopted was based on PBL. The insertion of the theme was aligned with the National Common Curricular Base, in the context of competences and abilities to be developed by the students, as well as the Transversal Contemporary Themes. The ABP project was developed in the form of a workshop lasting three hours (3h) presenting the JS as a non-formal teaching space, in order to promote students' awareness of environmental issues. After the methodological process, it was observed that the students were able to relate the SD to the JS, through observation and analysis of the Sustainable Development Goals (SDGs) that are part of the 2030 Agenda, presenting characteristics of the concepts addressed during the Workshop “Looking for Sustainable Development. And in the socialization of the artifacts elaborated by the groups, it was clear that the students were able to answer the driving question worked on in the structure of the PBL Workshop in Table 2.Item Utilização de jogos digitais no ensino-aprendizagem de genética e síndromes genéticas para alunos do ensino fundamental ii em uma escola pública na cidade de Manaus-AM(2021-12-15) Barros, Aline Silva de Souza; Pinto, Elson Antonio Sadalla; http://lattes.cnpq.br/9786797594989755; Pinto, Elson Antonio Sadalla; http://lattes.cnpq.br/9786797594989755; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333Difficulties related to teaching-learning concepts of genetics have been the object of numerous educational researches aimed at the development of pedagogical tools and methodologies that seek to improve teacher performance and student performance in the classroom. The main objective of the present study was to develop a pedagogical intervention using the potential of digital games as a pedagogical aid for teachinglearning the basics of genetics (DNA, genetic inheritance, chromosomes and human karyotype) and genetic syndromes for 9th grade students of elementary school in a public school in Manaus. The study used as a guiding methodology the Design Based Research (DBR) according to Reeves' proposal, which is divided into four phases: (1) problematic; (2) artifact development and intervention; (3) application of the intervention and its evaluation, and finally (4) reflection to produce design principles. As an intervention proposal, an interactive class was created based on the use of educational games developed from the thematic concepts of genetics and genetic syndromes in order to challenge students to build knowledge on the subject. For the elaboration of these games, the wordwall tool was used, a technological platform for game creation without the need for programming knowledge for the proper elaboration. A natural science teacher and 69 students divided into four classes participated in the research. As a result, it was observed that the students before the intervention did not have mastery over the basic concepts of genetics and genetic syndromes, after the intervention, it was possible to notice that the proposed games contributed to the construction of new knowledge about the concepts about genetics and genetic syndromes. Furthermore, the artifact developed “playing scientist” stimulated the students not only to create solutions to real problems, but also was a means to generate empathy. From the perspective of the researched professor, the intervention brought new perspectives to the teaching of genetics in the classroom, and it became a great alternative for teaching-learning the subject. The use of digital games is even more recurrent in an increasingly digital society, being an excellent option to engage students in a fun and dynamic way in the learning process.Item Percepções de alunos do ensino médio quanto aos conceitos fundamentais da genética básica: um estudo de caso(2016-12-19) Lopes, Karoline Duarte; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Ferreira , Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346Although it is known the importance that permeates the genetics of learning for academic and personal life of each student, this study sought to know, through the case study, if students are aware of such relevance. Therefore, the scientific problem investigated aimed to know the perceptions of the fundamental concepts of genetics for high school students. He sought to understand what the difficulties pointed out by them in learning this content and also provide a learning strategy that overcomes the traditional teaching and facilitating the study of the basic concepts in genetics. The research was developed at a school teaching the public network in the city of Manaus / AM with students from two classes of second year of high school. The information was obtained through direct observation and participant questionnaires and interviews. These data were analyzed qualitatively according to the guidelines of discursive textual analysis. The findings show that often the teaching addressed in the classroom material only by memorizing concepts, thus losing the context of the concepts and without clarifying that genetics is a science that involves the everyday life of each individual. It was noted that students have the perception that genetics is too hard to understand it, because of the large vocabulary surrounding the matter, do not see sense in studying the subject, except to get approval in the vestibular and are therefore uninterested in most cases. One of the possibilities for change in this situation is the dialogue-based lecture which is a strategy that has been suggested to overcome the traditional teaching, to promote the participation and involvement of students on the above subject.Item 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/2785071645616428Teacher 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.Item 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/5981077525371824Dengue, 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.Item Plantas medicinais: alternativas didáticas para o ensino de botânica no ensino médio(2016-02-23) Carvalho, Maria Matilde da Silva; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Marcomini, Poliana Roversi Genovese; http://lattes.cnpq.br/7675459760244648; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935Biology Botany is a science that studies the vegetables. Its symbols, terms, names and concepts are difficult to learn and also difficult to remember making little students are interested in this discipline. Studying plants sets up a challenge for teachers and students especially when it comes to addressing contents that are hardly discussed in the classroom as in the case of medicinal plants. Medicinal plants are presented as an important component of the flora and know it is of fundamental importance for the Amazon region since they have great cultural, social and economic prominence. Thus this work aimed at promoting diverse educational alternatives, prioritizing the inclusion of the element "plant", the group of angiosperms, in the teaching and learning of botany to content sensitize students to the importance of the crop study with emphasis on medicinal plants with the purpose of dissemination of Amazonian potential, preservation and conservation of the environment. The survey was conducted at the IFAM Federal Institute of Science and Technology Education Campus Manaus / Centre with 79 students from three classes of high school integrated into the computer technician, mechanical and buildings. The methodology used in this research was qualitative in nature. We used the questionnaire as a data collection tool for probing the prior knowledge about medicinal plants, with 12 questions including six open questions and closed six. In the survey, it was possible to list 40 species of medicinal plants known to students. After the survey conducted diversified interventions starting with dialogued lectures to introduce all topics and then the practical classes. Data collection was conducted in IFAM/CMC gardens with students in a group, where we identify 18 different species of medicinal, non-medicinal and ornamental. Of the 18 species, 16 were herborized for making herbarium. The structural study provided extensive questions about the morphological differences of root, stem, leaves and fruit between monocots and dicots. The activities for leaf anatomy was performed with the species Plectranthus barbatus (Bilberry) and Cymbopogon citratus (Capim Santo) because they were the two most medicinal plants cited by the students in the survey of prior knowledge. The record of all activities culminated in the construction of a portfolio. At the end of the activities and how assessment, the groups socialized work in seminar which presented the portfolio and the vouchers specimens. It was possible to analyze the data from the materials produced by the students, but the experience, the commitment and the development of activities were the most important elements and significant observed during the classes.Item As causas de evasão nos cursos de licenciatura em ciências biológicas e química do Instituto Federal de Educação, Ciências e Tecnologia do Amazonas – Campus Manaus Centro.(2016-12-19) Freitas, Márcia Alencar dos Santos; Mello, Maria Stela de Vasconcelos Nunes de; http://lattes.cnpq.br/2805649897134729; Mello, Maria Stela de Vasconcelos Nunes de; http://lattes.cnpq.br/2805649897134729; Santos , Josias dos; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401The school dropout rate in higher education is a recurring issue that bothers education professionals. Given this reality, this study seeks answers to identify the main reasons and factors that lead students of university courses Degrees in Chemistry and Life Sciences to be part of the dropout statistics of the Federal Institute of Education, Science and Technology of Amazonas. Specific objectives delimit to identify the number of dropout students in degree courses in Chemistry and Biology from its inception until 2012, analyze the data and information collected in interviews and questionnaires and detect which variables can be contributing to the phenomenon of avoidance of courses. To carry out this study, we chose an exploratory descriptive research in a qualitative approach. The research allowed to observe the course for dropout numbers are different: Degree in Biological Sciences with 41%; Degree in Chemistry with 46%. The average dropout rate is 43.5%. The first half concentrates the largest evasions. The dropout rate is decreasing as the students progress through the course. As this is the first study in degree courses and Biological Sciences and Chemistry and analyzed the courses since its inception until the year 2012, it was not possible to make comparisons possible on the contents.Item Atitudes para ingestão de água: um estudo com alunos do ensino fundamental de uma escola pública de Manaus(2016-07-01) Santos, Joedh dos; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Fernanda Rebeca Araújo da; http://lattes.cnpq.br/3930005419908476This work was developed in a public school elementary in Manaus with 40 students in a class of sixth year, morning shift. The main objective was to develop the students of these class modes of care for water intake at their school through a didactic sequence. There were few outbreaks of diarrhea in high school and commented a lot of unhygienic way of some students to drink water, so the interest came on the possible cause and the relationship between this school and the students. They collected data to see if the water would was responsible for the outbreak of the health problems mentioned or neglect of students. For this, it observed the behavior of the students the ways to ingest water in schoolyards through unsystematic analysis. We carried out a microbiological analysis of three school aquifer samples and a simple questionnaire to ascertain the students prior knowledge. As an intervention to the problem through education, classes were based on one of the didactic sequences proposed by Zabala (1998), specifically, three number sequences, and finally an evaluative activity in which was made the development portfolio. The systematic observation pointed out that many students drank water incorrectly, because most, shared personal items and approach lips in water fountain taps. Microbiological analysis confirmed that the school water for consumption had no pathogenic microorganisms such as coliform bacteria, is there was no contamination of this type. Until then, the results showed the water are not responsible for pathological cases among students. The questionnaire showed that students had little knowledge of the correct and incorrect way as the water intake at school, making it possible to reflect on the water issue. The developed didactic sequence enabled the interaction of prior knowledge and the inclusion of new knowledge to enable new student learning about the topic. It was noticed in the portfolio activities no impairment of students to study the topic or research regarding any content worked in room. A positive point in the correction of portfolios was the opinion of the students claim that touching lips on tap for drinking fountains, share personal use cups or bottles or take trimming water with hands were incorrect attitudes. The results show that the work led students realize that drinking water requires hygiene, it is necessary to seek to apply over the correct forms intake to not endanger the health.Item Espaço não-formal: uma proposta de ensino para a formação de um cidadão socioambiental(2016-12-19) Queiroz, Larissa Lima de; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Machado, Ana Lucia Soares; http://lattes.cnpq.br/8651168588446017; Machado, Ana Lucia Soares; http://lattes.cnpq.br/8651168588446017Biology is an essential discipline for understanding ecosystems, as they are changed and how these changes affect the environment, the challenge Biology teaching to develop the ability to think logically and critically, is hardly achieved since the practice of the classroom, the reality found is of a governing teaching, authoritative and surrounded by lack of interest in doing something different from the students as well as teachers, so what we see is only the transmission of knowledge. Non-formal spaces have been constituted as a field for various research in education that seek mainly to understand the relationships between non-formal spaces and formal education in Brazil. Museums, zoos, and others have been studied, in partnership with schools as places conducive to the realization of environmental education projects, and museums and science centers have received the attention of researchers for involvement of the school community capability with the scientific culture. Thus, this study aimed to develop and analyze a practical activity in non-formal space in order to contribute to the formation of environmental citizens. The methodology used was a research-action adaptation based on the basic cycle of research-action that has four stages, plan, implement, describe and evaluate. The survey was conducted with four groups of the 2nd year of high school to technical built a Federal Institute. The results were significant in student learning because the activity has provided a new approach that made it possible to create a closer relationship between the students and the teaching of biology, which intensified the contact between students and nature, awakened environmental awareness and new attitudes towards the environment and the organisms studied in order to develop a sustainable conduct.Item 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/3405754239635541Biotechnology 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.