Licenciatura em Ciências Biológicas
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/734
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4 resultados
Resultados da Pesquisa
Item Uso de jogo como recurso didático para o ensino de zoologia dos invertebrados no ensino fundamental(2025-12-01) Silva, Paulo Vitor Assunção; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Oliveira, Beatriz Maciel de; http://lattes.cnpq.br/3105141954700716Science education in elementary school, especially regarding Invertebrate Zoology, still faces challenges related to the use of conventional resources based solely on lectures. In this context, the present study aimed to analyze the thought processes developed by elementary school students through an educational game with content on Invertebrate Zoology. This qualitative research was grounded in and discussed within the teaching and learning concepts of Anastasiou (2015) and Kishimoto (2017). It was conducted during a supervised curricular internship at a private school in Manaus, Amazonas, with 8th-grade classes. The stages involved participant observation; the development and application of the game; and finally, an analysis of the students' perceptions and performance. The game aimed to promote the understanding of zoology content in a playful, participatory, and contextualized way. The results showed that the use of the game fostered student engagement, sparking interest and curiosity about the topic, as well as mobilizing various thought processes such as comparison, classification, interpretation, and decision-making. The activity proved effective in stimulating logical reasoning and meaningful learning, promoting an environment of cooperation and interaction. It is concluded that the game "Who are you? Invertebrates" constitutes a didactic resource that enhances science teaching in a playful, critical, and interactive way for students, representing a viable alternative to overcome the limitations of traditional teaching.Item Uma proposta para pensar a abordagem acerca da transexualidade no ensino de ciências no 8º ano do ensino fundamental(2025-05-24) Cruz, João Marcos Arruda; Costa, Nayara Ferreira; http://lattes.cnpq.br/5948456845760153; Costa, Nayara Ferreira; http://lattes.cnpq.br/5948456845760153; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Araújo, Elder Monteiro de; http://lattes.cnpq.br/1749723871864562Transsexuality is defined as the condition of individuals whose gender identity differs from the sexassigned at birth. In the school environment, students who are part of the trans community face significant challenges such as social acceptance, discrimination, and lack of inclusion by members of the school community, which affects their academic performance. Including content about transsexuality in schools is essential to changing this reality. Various approaches can be used, primarily focusing on raising awareness and education. Therefore, this study aimed to develop a teaching sequence to address the topic of transsexuality in Science education for 8th grade students. To achieve this, a bibliographic survey was conducted based on dissertations, theses, scientific journal articles, and book chapters available in various virtual libraries such as Scientific Electronic Library Online (SciELO), Google Scholar, and educational journals. The bibliographic survey was conducted from April to June, using articles from 2000 to 2024. The development of the teaching sequence serves as an alternative to guide pedagogical practice in addressing a topic still considered new in education. As a result, 13 articles, dissertations, and theses were selected from the bibliographic survey, which were extensively discussed regarding their relevance to themes such as mental health in the school environment, teacher training, and the impact of limited visibility of transsexuality in curricular documents. A teaching sequence was also developed aiming for both theoretical and practical learning for students. Finally, the implementation of gender identity and sexuality themes is ongoing, particularly in the educational and social contexts. Although progress is slow, there have been significant advances in the visibility and rights of the LGBT community in recent years. To ensure that future generations respect individuals' choices regarding their sexuality, it is essential to discuss these themes in the school environment from an early age.Item Sequência didática na promoção de conhecimentos e atitudes preventivas sobre acidentes ofídicos no ensino fundamental(2025-12-10) Souza, Carlos Rafael Lima de; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Costa, Nayara Ferreira; http://lattes.cnpq.br/5948456845760153The development of students' skills and competencies occurs during the school period, usually mediated by teaching, which can be facilitated through prior and systematic organization in a didactic sequence (DS). Topics of medical importance, such as snake bites, can be developed by integrating activities and contextualizing them with the Amazonian reality. In addition, as observed during the teaching internship, the school does not have laboratories or teaching resources to contribute to science education, which reinforces the need for differentiated methodologies. Therefore, the objective of this study was to expand knowledge and develop preventive attitudes about snake bites among 7th-grade elementary school students. The DS was developed based on the works of Antônio Zaballa, Muenchen, and Delizoicov, as well as the National Common Core Curriculum, and was applied through classes and different teaching resources. Through the analysis of questionnaires, it was possible to identify that 7th grade students have incipient knowledge about the subject. During classes, students showed interest and participated actively, especially in the educational game “Escape from the Snakes,” where they achieved very satisfactory results with all teams scoring high marks, showing that this resource can be used to promote learning. Therefore, the SD developed emphasizes the importance of organizing stages in teaching, resources for knowledge acquisition, and the relevance of contextualization, allowing for the active participation of students, thus learning and developing interpersonal skills.Item O estágio supervisionado como espaço de construção da identidade docente: reflexões sobre a organização de uma feira de ciências com a temática da biotecnologia(2025-12-02) Estevam, Ayane Beatriz da Silva; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Silva, Jander Ramires Rodrigues; http://lattes.cnpq.br/3520072379602017This study reports and analyzes the supervised internship experience carried out at a full-time state school located in the northern zone of Manaus, focused on the organization and monitoring of the Science Fair themed “Biotechnology and its applications in everyday life.” The investigation is characterized as an experience report with a qualitative approach, using a field diary and participant observation as instruments; data analysis was conducted through content analysis (Bardin). The study seeks to answer the research question regarding how participation in the organization of the Fair contributed to teacher education in Biological Sciences. The results indicate that the investigative activity supported the development of professional and socioemotional competencies — including pedagogical mediation, scientific communication, organization, time management, collaborative work, and argumentative skills — in addition to promoting greater student autonomy and engagement. It is concluded that the experience at the Fair constituted an important formative space, contributing to the consolidation of teaching identity and reinforcing the relevance of investigative practices in the initial training of Biological Sciences teachers.