Programa de Pós-Graduação em Ensino Tecnológico - PPGET
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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4 resultados
Resultados da Pesquisa
Outro 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.Dissertação 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.Outro Uma sequência didática para o estudo do Modelo padrão(2024-08-15) Bastos, Kleber da Luz; Cabral Neto, João dos SantosThe present work is the result of the research project with title “a didactic sequence for the teaching of the standard model” organized in the form of a sequence that uses digital games and experiments with low cost materials as technological resources to promote concept learning Basic standard model. The proposal is presented in 5 units with a dynamic of meaningful learning theory, organized from constructive alignment, with soil taxonomy as a reference for learning performance. The quality of learning is granted by the use of rubrics, following clear criteria and objectives about what should be presented at different levels of performance.Dissertação Uma sequência didática para o ensino do modelo padrão(2023-08-15) Bastos, Kleber da Luz; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Avila, Fernando Fulgencio León; http://lattes.cnpq.br/2776319211190616Teaching Physics is a challenge faced by many teachers at various levels of education and modalities. The nature of the challenge has two elements that have been discussed by several researchers who study the teaching of physics: (1) the complexity of the theories of physics and (2) the process of teaching and learning knowledge of physics. This scenario seems to intensify when we deal with concepts from the field of Modern and Contemporary Physics, in which Quantum Mechanics, Relativistic Mechanics and Quantum Field Theory dictate the discussions about matter, its constituents and the interactions involved. From this fantastic universe of theories, laws and concepts arising from a process of (human) construction of knowledge arises the Standard Model. This model organizes elementary particles according to their properties in the form of a table, which by many is considered the Periodic Table of Physics. To contribute with innovative actions so that students can have a better understanding of the structure of the matter, this research proposed to investigate how the teaching of the Standard Model can contribute to this learning, following the cognitivist theory of Meaningful Learning as a methodology. Using qualitative research as a structure and epistemological foundation of action research of the strategic type within a cyclical process, 5 teaching units were idealized following active methodologies, with implementation through a didactic sequence, being the basis of the educational product. As data collection instruments, the use of questionnaires and the systematization of learning after the script of practical activities were followed by the observation of the intended results, according to the verification of performance by the rubric. It is then stated that according to the results of the research, the material used connected with the cognitive structure of the learner in a relevant way, and that the learner in a non-arbitrary and non-literal way related his anchor ideas with the learning activities, indicating indications of more significant learning. As results we point out that the identification of concepts is necessary for the knowledge of the MP, the organization and planning of teaching and learning actions, the use of technological resources with experiments that show the way of investigating the structure of the matter and the games in teaching, are facilitators of the process.