POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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Resultados da Pesquisa
Item 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/4605895860650284; http://repositorio.ifam.edu.br/jspui/handle/4321/560Item 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 Curso de introdução ao processamento e à interpretação de imagens Sentinel-1: guia didático para professores(2020-02-17) Dias, Jean Carlos; Mendonça, Andréa Pereira; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Marques, Jean Dalmo de Oliveira; Costa, Solange dos SantosThis educational product was developed aiming at supporting teachers from high level courses related to Environmental areas to teach elementary techniques of image processing and interpretation from Sentinel-1 Radar. It was developed as part of a research project from the Master Course in Technological Teaching (MPET) and is based on Project-Based Learning, Constructive Alignment and Blended Learning. Such background encourages autonomous learning, real world problem solving and resources organization to promote learning both in classroom and beyond it. From this educational product the teachers get directions on how to promote such course in modules whose didactic goals, contents and activities form a complexity gradient that favors students’ learning. Besides that, in each module, the teacher is advised on how to: select and organize the theoretical concepts; organize classroom; identify which are the minimum technological resources required to carry out the proposed activities; and follow pedagogical guidelines related to such part of the course. The educational product excels in the use of clear language and didactic structure, without losing sight of the rigorous aspects required to learn Sentinel-1 Radar image processing and interpretation techniques.Item Elaboração de diagnósticos ambientais com apoio de imagens de radar Sentinel-1: uma proposta de ensino-aprendizagem para cursos superiores relacionados ao meio ambiente(2020-02-17) Dias, Jean Carlos; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Costa, Solange dos SantosThis work presents a teaching-learning proposal aiming at environmental diagnostics with support of Sentinel-1 Radar images intended to under graduate students and recent graduates of higher courses of Environmental areas. This teaching-learning proposal is based on the Constructive Alignment, implements the Inverted Classroom model, is associated with Project-Based Learning, and places students at the center of the process, promoting active learning. It is also devoted to qualify the target audience with basic concepts of Sentinel-1 image processing and interpretation to enable diagnostics on widespread and important topics, such as deforestation, river mining and flooded areas, whose preprocessing, processing and image interpretation techniques can be replicated in other contexts. To evaluate the advantages and limitations of such teaching-learning proposal, as well as to verify the individual ability developed by students, an application was performed by means of a short course during 40 hours. The results observed attest that students were able to identify, process and interpret Sentinel-1 Radar images using the Sentinel Application Platform (SNAP) software, solving the proposed problems. This teaching-learning proposal was synthesized in a "Introduction Course to Sentinel-1 Image Processing and Interpretation", organized as a didactic guide for teachers. This resulting educational product has undergone two evaluations: the first, carried out by teachers, masters and doctors of the related area allowed them to concluded that, besides being relevant and appropriate, this course is easy to understand and to replicate in different educational contexts. The second one, carried out with students, was aimed at observing if they were capable to learn themselves basic notions of Sentinel-1 Radar image processing and interpretation. Although the proposal was designed to be applied by teachers, such evaluation helped us to enhance the perceptions regarding the product. Therefore, it was verified that students were capable to learn basic notions of Sentinel-1 image processing and interpretation and that the teachers-evaluators asserted to be capable to carry out such course themselves, there are supporting evidences that this educational product meets its purpose and that can be replicated in high level courses related to the Environmental areas.