POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
Navegar
8 resultados
Resultados da Pesquisa
Item Aprendendo química com o Igarapé do Quarenta(2023-02-27) Oliveira, Márcia Rebeca Silva de; Chaves, Edson ValenteItem Propriedades físico-químicas das águas do Igarapé do Quarenta subsidiando o ensino de química(2023-02-27) Oliveira, Márcia Rebeca Silva de; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Lages, Anderson da Silva; http://lattes.cnpq.br/4194591715748371The objective of this work is to bring suggestions of activities for the classroom, working on concepts and practices related to the content of Chemical Equilibrium, physical-chemical parameters, through Igarapé do Quarenta, in the city of Manaus. The approach of a city space comes to contextualize the region, bring proximity to the students' reality and show that it is possible to achieve interdisciplinarity, as well as to improve the teaching-learning process through active teaching methodologies focused on the Amazon. In this way, the development of a didactic guide based on the inverted classroom methodology, an active learning methodology, with the contribution of learning scripts for the teaching of Chemical Equilibrium in public and private schools in Manaus, was worked on. The work aims to favor the understanding of the concepts studied in the classroom and the visualization of them with the students in the center of the process, in an active way, aiming at an improvement in the teaching-learning process. The methodological approach was action-research, given its participatory character and its ability to transform the environment in which it is applied, using interviews and questionnaires as a data collection instrument for prior diagnosis and evaluation of classes and learning scripts. The diagnosis led to reflection on the improvement of the teaching-learning process, with the adoption of methodologies that favor students' understanding, an analysis that dialogues with the research purpose of working on active methodologies in the classroom. In the application of the product, carried out in a public school in Amazonas, there was engagement of the students in the use of the scripts, with dedication in the execution of the tasks and positive results in the applied evaluations, as well as approval of the teachers in the use of the classroom methodology flipped class and the didactic guide, considering it a contribution to the elaboration of scripts referring to other contents, working and adapting according to the reality of each school, favoring the construction of critical thinking and connection with the students' daily lives.Item Luz, câmera e inclusão: guia didático para professor(2023-11-13) Moraes, Isabele Fernanda Silva de; Chaves, Edson ValenteIn order to assist Chemistry teachers in serving deaf students, this instructional guide has been developed with the aim of explaining the more abstract and challenging aspects of the Chemistry curriculum. This is because there is a significant amount of work related to this discipline, yet few resources focus on the intersection of Chemistry and the inclusion of deaf students. Thus, the guide encompasses the field of inclusive education by utilizing assistive technology through video lessons produced with sign language translation. The topics to be covered, and the focus of the learning, will be Atomic Model, Changes in the Physical State of Matter, and Chemical Bonding.Item Aprendizagem Baseada em Projetos no ensino de Química: atuação na formação humana integral de alunos da EPTNM(2022-02-24) Melo, Joice de Lima; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Eleutério, Célia Maria SerrãoItem Aventuras de Atomildo: guia didático(2021-11-30) Rocha, Amanda Chelly da; Cabral Neto, João dos Santos; 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; Magalhães Neto, José Francisco deQuantum numbers arise naturally from the wave equation of physicist Erwin Schrödinger with the function to characterize an electron in the atom. In education, these numbers have caused students some discomfort in relation to learning difficulties, among which we can highlight the issue of abstraction of content, a decontextualized approach and the absence of a historical construction linked to these numbers. Looking for help the teaching of the theme presented, we propose the use of the Atomildo Adventures game, a digital game designed to be used as a technological resource in the learning of quantum numbers, which uses the historical narrative of understanding the atom and the models idealized for explain the structure/organization of electrons in the atom, with reference to the principles of gamification, for 1st year high school students studying Chemistry at a public school in the Manaus city. Gamification is commonly understood as the use of elements contained in games, in a non-game context, with the purpose of motivating and engaging the target audience. During the methodological journey, we adopted a qualitative approach, taking action research of the strategic type as a method, which performs only one application cycle. The data collection techniques and instruments used were bibliographic research, participant observation, questionnaire and interview. Based on structures presented in the literature on how to gamify, we developed as an educational product, a digital game based on the gamification of content that consists of applying game elements and thoughts to change the content so that it looks like a game. The developed resource is inserted in a didactic sequence that has basically four steps. The results show evidence that the game is promising, as it was possible to observe the learning of the content from the perspective of the process of knowing, recognizing quantum numbers and applying its concepts to understand the structure/organization of electrons in the atom. As for the game, it was well evaluated by the students considering several aspects, namely, usability, gameplay, challenge, satisfaction, fun, among others.Item Ensinando números quânticos usando gamificação(2021-11-30) Rocha, Amanda Chelly da; 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; Magalhães Neto, José Francisco deQuantum numbers arise naturally from the wave equation of physicist Erwin Schrödinger with the function to characterize an electron in the atom. In education, these numbers have caused students some discomfort in relation to learning difficulties, among which we can highlight the issue of abstraction of content, a decontextualized approach and the absence of a historical construction linked to these numbers. Looking for help the teaching of the theme presented, we propose the use of the Atomildo Adventures game, a digital game designed to be used as a technological resource in the learning of quantum numbers, which uses the historical narrative of understanding the atom and the models idealized for explain the structure/organization of electrons in the atom, with reference to the principles of gamification, for 1st year high school students studying Chemistry at a public school in the Manaus city. Gamification is commonly understood as the use of elements contained in games, in a non-game context, with the purpose of motivating and engaging the target audience. During the methodological journey, we adopted a qualitative approach, taking action research of the strategic type as a method, which performs only one application cycle. The data collection techniques and instruments used were bibliographic research, participant observation, questionnaire and interview. Based on structures presented in the literature on how to gamify, we developed as an educational product, a digital game based on the gamification of content that consists of applying game elements and thoughts to change the content so that it looks like a game. The developed resource is inserted in a didactic sequence that has basically four steps. The results show evidence that the game is promising, as it was possible to observe the learning of the content from the perspective of the process of knowing, recognizing quantum numbers and applying its concepts to understand the structure/organization of electrons in the atom. As for the game, it was well evaluated by the students considering several aspects, namely, usability, gameplay, challenge, satisfaction, fun, among others.Item Cartilha para elaboração e confecção de jogos didáticos(2018-11-29) Carvalho, Francimary Cabral; Chaves, Edson Valente; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Castro, Rebecca Freire de; http://lattes.cnpq.br/2887105230586098This educational product is a didactic proposal of a booklet with 28 pages. Is main objective is to turn it in an instrument facilitator of the process of creation and construction of games for the teaching of chemistry that can be used in the classroom, favoring the assimilation of concepts and contents.Item Validação de jogos didáticos utilizados para o ensino de Química(2018-11-29) Carvalho, Francimary Cabral; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Castro, Rebecca Freire de; http://lattes.cnpq.br/2887105230586098The Periodic Table is a complex theme for many students due to the difficulty of understanding their concepts, making it essential to provide educational tools that contribute to the assimilation of content. This study was developed considering the bibliographic survey, game selection, validation, game application, verification of learning and the elaboration of a didactic resource kit. This work has a qualitative approach, having as a methodological strategy the Research-Action. The research was developed with students and professors of the Federal Institute of Education, Science and Technology of Amazonas - IFAM. The selection of the games was done through consultation with the IFAM library records, consultation of the electronic records of the Academic Department of Basic Education and Teacher Training (DAEF) of the chemistry degree course, referring to PIBID projects from 2010 to 2014 and PRODOCENCE from 2008 to 2010. The Enigma Periodic and Chemical Profile games were selected, which were submitted to a content validation. The validation was carried out through the application of the games and subsequent evaluation of their attributes by the 7th period chemistry graduates and effective professors of the degree in chemistry, where through their specific knowledge about chemistry, methodology and didactics they critically analyzed the material proposed as a playful resource for the teaching of Periodic Table. Through the analysis of the information of the applied questionnaires, a content concordance analysis was generated among the evaluators regarding the formative aspects of the learning of the games, level of the content addressed by the games and playfulness. The games were reviewed, reprinted and applied in the 1st year of high school to measure how much the games influenced the learning process. The results obtained were excellent, with learning yield of approximately 78%, after the application of the periodic Enigma game and 71% after the application of the game Chemical profile. Before the application of the games the yield was 46%. In this context, it was evident the improvement of the use of the class, which justifies the effectiveness of play games validated in the present work. The Enigma Periodic and Chemical Profile games are promising tools to aid in the understanding of contents related to the Periodic Classification of Elements, and can be constructed with materials of low cost, which makes it a didactic material accessible to all.