POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
Navegar
4 resultados
Resultados da Pesquisa
Item O funcionamento básico de uma usina hidrelétrica, baseado na abordagem CTS, como intervenção ao ensino de física na EJA(2018-08-03) Carneiro, Ulisses dos Santos; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Araújo, Ijanílio Gabriel; http://lattes.cnpq.br/5720717332159949; http://repositorio.ifam.edu.br/jspui/handle/4321/443Item Conceitos de cinemática apoiados na metodologia PEER instruction para alunos de EJA(2019-08-13) Ramalho, Ronildo de Andrade; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Pacobahyba, Luiz Henrique; http://lattes.cnpq.br/8694960488322263; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284Today, professionals in the field of education are increasingly challenged in science education, especially in physics education at all levels, fundamental, middle and higher levels. There are great challenges to overcome so that the quality of teaching at these levels is achieved. The teaching of physics in youth and adult education (EJA) proposes an even greater setback than regular education, since the classes have very different age groups, have students who do not enter a classroom for more than 20 years and many other situations that tend to stifle teaching in the EJA. Due to this diversity both in the students' age range and in their professional and life experiences, we chose to develop a method of applying the concepts of kinematics which privileged the student as an active figure within learning. For a more conceptual approach than mathematics, we use the Peer Instruction (PI) methodology of Professor Eric Mazur of Harvard University, which works mainly with conceptual tests and interaction between groups or pairs of students. The application of this methodology will help the development of reading activities that aim to collaborate to understand the concepts that will be approached in conceptual tests. It is expected that when applying this methodology, the student of EJA will be able to understand the most fundamental concepts of kinematics and to operationalize them mathematically. This methodological application will be developed in two first-year high school classes of the EJA and the results will be compared to a first-year high school class of the same modality in which there will be no type of interactive engagement, IE, will not be applied to methodology. The results should be evaluated from the Hake normalized gains study. In addition, we will use other literature at the national level to make comparisons and verify the effectiveness of the application of this methodology in Brazil.Item O funcionamento básico de uma usina hidrelétrica, baseado na abordagem CTS, como intervenção ao ensino de física na EJA(2016-08-03) Carneiro, Ulisses dos Santos; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Araújo, Ijanílio Gabriel; http://lattes.cnpq.br/5720717332159949The teaching of the curricula of disciplines in schools has been discussed for a long time. The agenda of this uproar has been several, among which we highlight one: the teaching of the contents include the necessary knowledge for the formation of the individual? In this context, I do not like thinking that teaching is not somehow contextualized to the daily lives of students especially when the type of education has specific characteristics that limit the approach to content, like in the Youth and Adult Education (YAE) where the time is very short, which ends up leading the teacher to have to select some of the contents. This study aims to present an account of the application of an Educational Product (EP) produced specifically for physics teaching in adult education at secondary level. The idea is that this report will serve as an analysis parameter, to check if the methodology and the actions employed in the application have satisfactory results for a more meaningful learning, as well as the product itself can be considered a favorable teaching resource for the physics learning, so that in the future, after the necessary corrections, might be used as teaching material in schools that work with the YAE. The educational product addresses the basic operation of a hydroelectric plant and has as main phenomenon to be investigated, the electromagnetic induction. Other auxiliary materials were also used in our teaching practice. Nevertheless, we find in the STS movement, which stands for Science, Technology and Society, and the Paulo Freire's ideas, theoretical support for our educational intervention.Item Caminhos para a práxis: formação continuada para professores da EPTNM na modalidade de EJA na perspectiva da metodologia da problematização com o Arco de Maguerez(2019-12-10) Duarte, Tayna Bento de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana Maria de Lucena; http://lattes.cnpq.br/7711936468049245This Research aims to present the continuous training teachers program of EPTNM (Technological High School Education Program), an EJA (Youth and Adult Teachings) study program undertaken, based on an educational product. This product was developed with the Arch of Maguerez approach, with problematization teaching methodology, as the main result of a previous research, “Teachers Based Instructional continuity from EPTNM (EJA modality) Problematization Methodology with Arch of Maguerez approach”. The teachers training program aims to raise the educational know-how in EPTNM (EJA), by creating productive deliberation experience and knowledge exchanges, for different teachers abilities according to the courses expertises proposal. This perspective searches to provide new standards for the educational know-how, by connecting conceptions and principles from EPTNM (EJA Program) and the teachers backgrounds. Still at this context, the educational product scenarios represents the core of the Arch of Maguerez approach, implementing formative procedures on a live experience environment, with a unified and collaborative ambience.