POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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Resultados da Pesquisa
Other Manual FiloGame(2019-12-16) Carmo, Erika Patrícia Fonseca doO FiloGame é um jogo digital educativo desenvolvido para o ensino de Filosofia no Ensino Médio, que integra narrativa, desafios interativos e resolução de problemas como forma de promover a aprendizagem ativa. O jogo apresenta uma história ficcional que conduz o jogador por diferentes fases, nas quais conceitos filosóficos são explorados por meio de perguntas, missões e tomadas de decisão. Suas mecânicas envolvem progressão por níveis, sistema de regras, feedbacks imediatos, coleta de itens e resolução de desafios conceituais, favorecendo o engajamento e a compreensão dos conteúdos filosóficos. Ao articular elementos do design de jogos digitais — como narrativa, jogabilidade, estética e objetivos — com conteúdos curriculares de Filosofia, o FiloGame proporciona uma experiência lúdica e formativa, aproximando o estudante do filosofar por meio da interação e da experimentação no ambiente digital.Thesis Filogame: jogo digital como recurso tecnológico para o ensino de filosofia no médio integrado do IFAM(2019-12-16) Erika Patrícia Fonseca do Carmo; Anglada-Rivera, José; http://lattes.cnpq.br/4199176882377088; Azevedo, Rosa Marins Oliveira de; http://lattes.cnpq.br/3056605003492861; Zayas, Fidel Guerrero; http://lattes.cnpq.br/9977494986476816Esta dissertação tem como objetivo desenvolver um recurso tecnológico com conteúdos de Filosofia, fundamentado na metodologia ativa da aprendizagem baseada em jogos digitais, com vistas a contribuir para o processo de ensinoaprendizagem no Ensino Médio Integrado do Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM). A pesquisa problematiza os desafios do ensino de Filosofia na educação básica, especialmente no que se refere à articulação entre teoria e prática, bem como à necessidade de metodologias que promovam a participação ativa dos estudantes e a construção significativa do conhecimento filosófico. Metodologicamente, adotou-se uma abordagem mista, de natureza qualitativa e quantitativa, tendo a pesquisa-ação como método investigativo. Os procedimentos de coleta de dados envolveram pesquisa bibliográfica, observação participante e aplicação de questionário estruturado, fundamentado nas heurísticas de Nielsen, para avaliação da jogabilidade e da usabilidade do protótipo do jogo digital FiloGame. O produto educacional foi aplicado junto a estudantes do primeiro ano do Ensino Médio Integrado do curso de Informática do IFAM, possibilitando a coleta de dados e sugestões para seu aperfeiçoamento. Os resultados indicam que o FiloGame apresenta potencial pedagógico significativo, favorecendo o engajamento discente, a compreensão de conceitos filosóficos e o desenvolvimento do pensamento crítico, configurando-se como uma proposta didática coerente para o ensino de filosofia.Outro Os três momentos pedagógicos no ensino de associações de resistores(2018-08-19) Barreto, Eloy Oliveira; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Araújo, Ijanilio Gabriel de; http://lattes.cnpq.br/5720717332159949; http://repositorio.ifam.edu.br/jspui/handle/4321/896Dissertação Os três momentos pedagógicos no ensino de associações de resistores(2018-08-19) Barreto, Eloy Oliveira; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Araújo, Ijanilio Gabriel de; http://lattes.cnpq.br/5720717332159949We propose, in this work, a didactic sequence which aims to insert the practices that stimulate students' desire to obtain new knowledge and practical and theoretical experiences related to the contents of electrical circuits. This content was chosen because it's something that is part of the daily life of the students and is often not perceived, or not recognized, as being a "school class". The main focus of the sequence presented in this work is to allow the student to develop knowledge about one of the main coadjuvants of their society, the electric circuits and, for students who already have previous knowledge about the content, to improve them so that they can appreciate the electrical equipment in the safest and most efficient way possible, aiming also the integration of the school experience with the daily life of the student, bringing the community closer to school life, since our students will be multipliers and social instigators about the practices related to safety in residential electrical installations . We will put into practice the “Education 4.0”, the “Learning by doing”. Each student will have the opportunity to express themselves, to solve the problems and situations presented according to his previous knowledge. All activities will be carried out according to the pace of each student, so that we can have a general understanding about the subject addressed. Although the work focuses on the study of electrical circuits, there will be total freedom for the exploration of additional contents by students, external or not to electrodynamics.Outro Sequência didática sobre os conceitos e fenômenos físicos relacionados com os eventos atmosféricos e meteorológicos para o ensino de física no 2º ano do ensino médio do município de Tefé(2016-02-15) Bacelar, Reginaldo José Gonçalves; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Perez, Silvana; http://lattes.cnpq.br/3585326481456738; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; http://repositorio.ifam.edu.br/jspui/handle/4321/890Dissertação Sequência didática sobre os conceitos e fenômenos físicos relacionados com os eventos atmosféricos e meteorológicos para o ensino de física no 2º ano do ensino médio do município de Tefé(2016-02-15) Bacelar, Reginaldo José Gonçalves; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Perez, Silvana; http://lattes.cnpq.br/3585326481456738; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599This paper proposes a teaching tool, based on the construction of a Rain Gauge from alternative materials, in order to facilitate meaningful learning, allowing high school students to understand the concepts and physical phenomena and their relationship to the main phenomena atmospheric and weather with the problem of how to contextualize the process of teaching learning of the main meteorological phenomena in the thematic area of the curriculum component of Physics Heat and Temperature, as the rain and its cycles, pressure, volume, maximum and minimum temperature, relative humidity donate. The product of this work is the development of a didactic sequence composed of teaching strategies as viewing videos, scientific texts, reading popular science articles and reconstruction of two physics experiments for data collection by students and discussion in group mode the physics teachers that teach the sophomore high school students can use in the classroom, in relation to the thematic area temperature and heat so that they can make the content from the previous knowledge of students and their importance in the region where they live. The methodological approach was guided by the theory of meaningful learning or assimilative of David Ausubel and the proposal is in line with the curriculum reform, established by the National Curriculum Guidelines for Secondary Education (PCNEM), suggesting a focused teaching to train entered citizens in society. We also highlight that were essential for the development of the didactic sequence: the application of investigative questionnaires for students and teacher classroom holder in which we identify the prior knowledge of the main atmospheric phenomena that enabled us to verify the conceptual changes of students in relation to the axis theme mentioned above.Outro Um ensino de eletrostática planejado construtivamente para o 9º ano(2015-12-15) Ramos, Willian Miguel Pereira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Alves, Marcos Veríssimo; http://lattes.cnpq.br/2819002798313342; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; http://repositorio.ifam.edu.br/jspui/handle/4321/888Dissertação Um ensino de eletrostática planejado construtivamente para o 9º ano(2015-12-15) Ramos, Willian Miguel Pereira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Alves, Marcos Veríssimo; http://lattes.cnpq.br/2819002798313342; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463The current situation of the Brazilian science education is not good, given that whenever a story is conveyed in educational journals such as the Journal School (2014) faced with a distant reality of the reality of some countries in view our performance in the final round of PISA (2006) verified that the discipline of natural sciences. Generally the teaching of natural sciences is confused with teaching just biology, and forgotten the areas of astronomy, physics and chemistry, as we find ourselves PCNEF (2012). In this work we rescued a teaching and learning theory that revolutionized the American education in the 60 Teaching by discovering Jerome Bruner and his proposal of a curriculum spiral format, where each content is proposed superficially and deeper according to the student learning, we will seek that the student becomes the center of each classroom and that exists in each class not only spectators, but builders of knowledge through teaching by discovery. The SOLO taxonomy (Structure Of The Observed Learning Outcome) provide in each class a constructive alignment between the expected learning outcomes, the method and the resources used for teaching and verification of what has been learned through short quizzes, having a reinforcement of content throughout the process of teaching and learning. When in the classroom we apply grounded in the SOLO taxonomy scripts that will be divided into 50-minute lessons presented to students the principles of electrification and the electrification processes: friction, contact and induction. Each activity will be developed individually or in motivating staff always seeking the student build their own knowledge having with guiding the teacher in the classroom. However it is essential that the reader does not understand this project as savior of physical education for elementary schools, as there are some research in this educational line, of course not on the constructive planning, for example, (Terrimar Ignacio Pasqualetto, 2011), as well other methods can be used, but it is clear that the constructive alignment and teaching by discovery are very good teaching strategies when applied in physics teaching.Outro Uma abordagem sobre física das partículas para alunos do ensino médio(2016-08-10) Silva, Hudson Batista da; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Silva, Leandro Londero da; http://lattes.cnpq.br/5095548579111329; http://repositorio.ifam.edu.br/jspui/handle/4321/884Dissertação Uma abordagem sobre física das partículas para alunos do ensino médio(2016-08-10) Silva, Hudson Batista da; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Silva, Leandro Londero da; http://lattes.cnpq.br/5095548579111329This work is motivated by reflections on the introduction of Modern and Contemporary Physics in high school, because the physics teaching in this educational level has not adequately subsidized discussions about the technological advancements in the last two decades, against the recommendations of the National Curriculum Guidelines for Secondary Education. In this way, we believe that the lack of inclusion of more current issues in the teaching of Physics has caused a departure from the student to understand the world they live in. This world surrounded by technology and information, students hear about on topics such as black holes and the Big Bang on television, internet or in science fiction movies, but rarely in Physics class. The dissertative report still make explicit clements of the theory of Vygotsky, since our work suggests that the teacher is the element that will foster the process of teaching and learning and students an interactive and active subject in their knowledge-building process. The activities proposed here will inform we conduct the Standard Model as a theory that identifies the elementary particles and their interactions.