DAEF - Departamento Acadêmico de Educação Básica e Formação de Professores
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/539
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Resultados da Pesquisa
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 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 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.Item 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/7895810754559803Item 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/0367991915005308The 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.Item 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/7895810754559803The 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.Item 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/3930005419908476The 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.Item 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/3971794341049346In 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.Item 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/4273322336883518The 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.
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