Programa de Pós-Graduação em Ensino Tecnológico
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
Navegar
6 resultados
Resultados da Pesquisa
Item Amazonglês: guia didático para auxiliar no aprendizado significativo de vocabulário em inglês(2024-03-25) Mendes, Isabella Marcela Teixeira Laborda; Coelho, Iandra Maria Weirich da Silva; Monteiro, Marta de Faria e CunhaThis guide presents a proposal for a Potentially Significant Teaching Unit (UEPS), which aims to contribute to the teaching-learning process of vocabulary in English for elementary school students. The guidelines presented in this guide aim to help teachers and students with more meaningful strategies for their pedagogical practices. To this end, instructions are presented for the application of a proposal called Amazonglish, grids for evaluating vocabulary and suggestions for adapting activities according to the teacher's objectives and students' needs. This guide covers food-related topics, specifically with vocabulary from the Amazon region. However, the guide may be applicable to other topics in the English subject.Item Amazonglês: uma proposta para aprendizagem significativa de vocabulário em inglês no ensino fundamental(2024-03-25) Mendes, Isabella Marcela Teixeira Laborda; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Almeida, Christine Sant’Anna deThis research aims to evaluate a potentially significant teaching unit, called Amazonglês, designed to mediate the teaching-learning process of English vocabulary. The proposal was applied to elementary school students from a public school in the city of Manaus. The research has as its theoretical support the Theory of Meaningful Learning, based on authors such as Ausubel (2000) and Moreira (2012) and scholars such as Scaramucci (1995), Gattolin (2005) and Leffa (2000) regarding vocabulary learning. The methodological procedures involve qualitative, exploratory research and use of the case study method (Yin, 2015). Data collection was carried out with the aid of a questionnaire, participant observation and an observation grid, focusing on the analysis of two criteria: motivation and performance, the latter being used to evaluate the control and range of vocabulary learning. Data from assessments carried out in three stages were also included: pre-test to verify prior knowledge, post-test and late post-test (Zilles, 2001). Data analysis was carried out using the Content Analysis method, along the lines of Bardin (2016). The results showed that the proposal contributed significantly to learning vocabulary in English. As for the results, we highlight the potential of the Amazonglês proposal so that students can take ownership of their regionality and reflect on the importance of learning vocabulary for their school, personal and professional lives. Regarding potentially significant activities, we highlight mind maps. The use of mental maps contributed to the expansion of the repertoire presented in the UEPS, which was validated through the creations and quantity of new words present in the activity. In the control and range criteria, it was possible to observe a progression in learning, considering the little prior knowledge about specific vocabulary and the significant amount of vocabulary retained in memory (with post-test and late post-test). The educational product arising from this research is a teaching guide aimed at English teachers, with guidelines and possibilities for activities to be developed with a focus on teaching and learning vocabulary supported by the Meaningful Learning theory.Item Alimentação saudável com história em quadrinhos no ensino fundamental: um prato cheio de informação e diversão(2024-03-13) Guida, Vânia Marília Lima; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Nagahama, DionísiaA healthy diet helps prevent various diseases, especially chronic ones, since the initial stages originate in childhood and adolescence. Poor nutrition at this stage of life can cause deficiency diseases, which leave the body more vulnerable to infectious diseases, such as diarrhea and flu. These can compromise the maturation of the central nervous system, with consequences at different levels of severity. Therefore, making food choices requires some types of information that serve as guidance regarding the most appropriate and healthy foods and eating practices, depending on the age group and needs. Food and Nutrition Education (EAN), the National Common Curricular Base (BNCC), with the transversal theme of health, and the Food Guide for the Brazilian Population (GAPB) direct the paths that can be taken in Science classes, in order to disseminate this knowledge and improve elementary school students' understanding of adequate and healthy eating and its importance for quality of life. The objective of this research was to evaluate the contributions of a Comic Book (COMIC) for 5th year elementary school students as a teaching resource on adequate and healthy eating. The research field was a municipal public school, of Elementary Education I, located in the East Zone of the city of Manaus, (AM). The research was qualitative and involved the following steps: bibliographical research, school lunch documents, anthropometric data from the research subjects and pedagogical intervention through a Didactic Sequence and 3 Pedagogical Moments, with pedagogical material. The results revealed the perceptions about what a healthy diet is, the Didactic Sequence (SD) together with the comic aroused the students' interest and when analyzing the textbook it was possible to verify that it presents the Food Guide for the Brazilian Population, however the 1st edition, even though it already has a 2nd edition. Through this research it was possible to positively contribute to students reflecting on the importance of knowing and discussing food issues, their importance in each person's life and that in public schools, school meals are not simply a matter of satisfying hunger, but rather contribute to the formation of good habits and eating autonomy.Item A dinâmica solo-planta em ecossistemas amazônicos(2021-12-17) Soares, Anderson Colares; Paes, Lucilene da Silva; Paes, Lucilene da Silva; Anic, Cinara Calvi; Liebl, Ariany Rabello da SilvaThis product originated from the dissertation developed in the Postgraduate Program in Technological Teaching (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas - IFAM, Campus Manaus Centro, with the purpose of helping teachers and students of Science in Nature in the approach of Soil-Plant Dynamics in Amazonian Ecosystems. This interaction is essential for the ecosystem, as the soil is one of the main sites of interaction where there is a diversity of contributions to the improvement of plants and sustainability of the system and this interaction goes through several stages, namely: transport of water and nutrients, plant metabolism and the carbon and nitrogen cycle. So, this didactic guide can help teachers and students, facilitating the teaching process, contextualizing this knowledge in the Amazon and providing new knowledge to better understand this biome.Item Ensino de botânica: um guia didático como contribuição à formação da concepção ambiental para licenciandos de ciências biológicas(Instituto Federal do Amazonas, 2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Maria Astrid Liberato; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861The teaching of botany is a fundamental tool to strengthen awareness of the use, management and conservation. The development of teaching activities in Spaces Non-Formal (ENFs) Amazon can provide significant learning processes for teaching botany, valuing biodiversity of regional plants and thus contributing to the formation of an environmental design. The research in this chapter aimed to diagnose through PPC, questionnaire to teachers and students, the perception of botanical relationship and environment in the construction of environmental design. The study was conducted at the Federal Institute of Education Science and Technology of the Amazon / IFAM through interviews with 49 students from the 2nd, 6th and 8th periods of Morphology disciplines of Superior Plant and Superior Plant Physiology, and 04 teachers, target the course of Biological Sciences Degree, checking botany and environmental design and the methods used by teachers for teaching botany. Later, there was an intervention by activity developed in ENFs. Research has indicated that the botanical knowledge developed in ENFs stimulate learning differently in the traditional way, demystifying the botany as difficult to understand as well as raise environmental design as a tool for maintaining balanced environment.Item Aprendizagem significativa e alinhamento construtivo uma proposta para o ensino de circuitos elétricos(Instituto Federal do Amazonas, 2016-03-11) Souza, Pricila Rodrigues de; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Terán, Augusto Fachín; http://lattes.cnpq.br/6646400621099687The planning and development of teaching practice have significant impact on student learning. This paper explores this impact through a didactic proposal for students of middle level technical courses in electrical circuits teaching. The proposal is structured with nine teaching plans and learning, shared through a series of nine videos, based on Meaningful Learning Theory of David Ausubel and Constructive Alignment teaching model of John Biggs. The strategic action research guided the investigation. For the suitability of the material presented to students in elaborate plans were considered its profile and cognitive structure. To collect research data were made audio recordings of the main stages, logbooks, photographs, experimental activities, interviews, previous conceptual maps and final, as well as the evaluation of the tasks performed at the end of each class. Evidence presented during the application of didactic proposal allow to say that aspects: contextualization of learning, motivation, student monitoring and a new look of the teacher in front of his practice; contribute to the promotion of meaningful learning of students.