Programa de Pós-Graduação em Ensino Tecnológico
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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Resultados da Pesquisa
Item Trilha interpretativa em Unidade de Conservação: espaço pedagógico para o ensino de gestão ambiental e ecologia na Amazônia(2018-11-30) Barreto, Laís Cássia Monteiro de Souza; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Monteiro, Maria Terezinha Ferreira; http://lattes.cnpq.br/6007218890588613In the effort to combat the destruction of ecosystems are projects and research related to conservation of the environment and conservation education. Understanding the importance of teaching for conservation, we developed the study in Conservation Units with emphasis on the Interpretive Tracks - TI's, thus developing an alliance between integrated curricular teaching with natural environments through practical field lessons with the use of IT as a pedagogical space. The direct contact with the object of study and with the field practices as methodology can provide a better assimilation of the contents. Thus, we come to the problematic: How to provide teaching-learning processes reconciling theoretical, field and laboratory classes for teaching and learning in the disciplines of Environmental Management and Ecology of the Amazon? Where the general objective of the study was to investigate how the use of interpretive trails can contribute in the teaching-learning process of Environmental Management and Ecology of the Amazon. The specific objectives were to use interpretive trails as a pedagogical space to develop theoretical and practical classes on ecological, ecological and environmental concepts, processes and interactions; 2) To promote collections of soil, litter, providing alternative teaching and contextualized learning with the Amazon region from the use of our natural resources; 3) To implement interpretive trails for education based on environmental perception; 4) To elaborate a Guide for instrumentalization of tracks to understand the concepts related to Environmental Management and Ecology of the Amazon, using the fauna, flora, soil and water resources existing in the TIs as a teaching and learning resource of Environmental Management and Ecology of the Amazon. The research was developed in the UC of the category Private Reserve of Natural Heritage - RPPN entitled Dr. Daisaku Ikeda and managed by the Center for Environmental Research and Studies of Amazonas - CEPEAM and Soka Institute. The subjects of the research were 10 students in the discipline of Environmental Management and 20 students of the discipline of Ecology of the Amazon graduates belonging to the Degree in Biological Sciences of the Federal Institute of Education, Science and Technology of Amazonas - IFAM Campus Center. The methodology used had a qualitative approach. Using questionnaires, lesson plans and field records as collection instruments. The methodological course was the diagnostic survey, the intervention and the verification of the learning. For the intervention stage, the lectures were used in the classroom and in the laboratory at the IFAM Campus Center and field classes in the TIs at RPPN Dr. Daisaku Ikeda. Likewise, the verification of learning took place through questionnaires and a signaling workshop. The results show that learning about the subjects selected and worked on the TIs has taken place, in addition to contributing to sensitize students to the use of IT in UC as a pedagogical space for visits by educational institutions.Item Guia didático: origem, formação e erosão do solo: uma proposta para o processo de ensino e aprendizagem(Instituto Federal do Amazonas, 2017-08-18) Botelho, Juvenal Severino; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Jesus, Edilza Laray de; http://lattes.cnpq.br/3416993677349221INTITLED ORIGIN, FORMATION AND EROSION OF THE SOIL: a proposal for the teaching and learning process; It is a practical proposal for teachers and students to develop practical field activities. It was elaborated from the development of the Master’s Dissertation in Technological Teaching-MPET, of the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Center - IFAM / CMC, which the author developed a scientific investigation with the theme titled DIDACTIC PROPOSAL FOR THE TEACHING OF SOIL IN GEOGRAPHY SUBJECT, from holding dialogic classes, practical activities of field lessons and experiments in the laboratory. In the context of the research, considering the motivation of the students, the positive results that culminated in the improvement of the teaching-learning process, we opted for the preparation of this guide, whose intention is to contribute with teachers and students who have interest and / or already hold practical activities in field with the solo theme and / or other related to physical geography and related disciplines. Our contribution is not a proposal that ends in itself. It is only a didactic resource that allied to its creativity, interest, disposition, initiative, reflection, and above all, the commitment to make available a practical regional resource regarding the teaching of physical geography, using it fully or modifying it, taking into account the students in the context of their local and / or regional reality. Thus, we hope that this guideline can be used to improve your field lessons, helping students to acquire learning improvements, more knowledge, respect for the environment and environmental awareness. Finally, that, like our students, we can also learn more and grow as teachers, researchers and citizens.Item Proposta didática para o ensino de solo na disciplina geografia(Instituto Federal do Amazonas, 2017-08-18) Botelho, Juvenal Severino; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Jesus, Edilza Laray de; http://lattes.cnpq.br/3416993677349221This dissertation presents the investigative studies done in the elaboration of a didactic proposal for the teaching of soil in the geography discipline, based on Geosystemic Theory. The subjects of the research were 40 students of the 1st year of the Integrated Technical Level Courses in Chemistry and Mechanics and 2 teachers of the effective staff all of the IFAMCMC. The research is of the qualitative type and it was developed from the accomplishment of intervention activities characterized by dialogic expositive classes and practical activities in the field and laboratory experiments. The instruments of data collection used were the questionnaires, the guiding scripts and the evaluations performed in each activity. The research was guided primarily by a bibliographical survey for the contextualization and theoretical basis regarding the researched topic, as well as a documentary analysis with focus on the textbook used. The dialogic expository classes empowered students to perform practical activities. Field classes were held in the South and East regions of the city of Manaus, where Industrial Districts I and II are located respectively. The experiments were developed in the Microscopy laboratory, in the premises of the IFAM-CMC. The analysis of the didactic book, allowed to realize that there is emphasis on the geological and agronomic conception; The approach on soil formation presents concepts such as weathering, pedogenesis and soil, without a clear explanation among them; It does not differentiate between shallow and deep soils; The updated classification of soil classes according to SiBCS (Brazilian Soil Classification System) is not used; Characterizes the Purple Land as synonymous with latosol; The pedogenetic processes are cited unrelated to the soil formation factors and the leaching is conceptualized in the wrong way. In the field, the students realized that there is a relationship between rock, soil and weathering. The laboratory experiments were satisfactory, since the students were able to identify the youngest horizon (O) and the oldest horizon (R) of the soil, to texture and to differentiate the granulometric fractions by size and texture of the soil, understood the colors of the soils and also the capacity of infiltration and water retention in soils with different characteristics. In relation to the teachers, it was found that they regularly plan their classes, use numerous didactic resources, criteria and evaluation instruments and emphasizing that practical activities are important for meaningful learning of soil content and erosion. Intervention activities provided improvement of the teaching-learning process and environmental awareness of students. The Didactic Guide entitled ORIGIN, FORMATION AND EROSION OF THE SOIL: a proposal for the teaching-learning process was positively assessed by all the research subjects and integrates of this dissertation.