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 Jogo Fica Esperto! Reino Plantae(2019-08-28) Lima, Janny Christiny Fernandes; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; Cardoso, Grace de LourdesItem Jogo como recurso didático no ensino de botânica: uma proposta para contribuir com o ensino/aprendizagem(2019-08-28) Lima, Janny Christiny Fernandes; 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; Cardoso, Grace de LourdesBotany is a sub-area of biology that loses space in the classroom every day, with a lag in the teaching / learning process by students. Moreover, this deficiency may be related to the teaching methodology that is almost entirely focused on conceptual content, its complex terminologies, the curricula used in teaching the subject, lack of resources and the routine in Basic Education with purely theoretical classes, making themselves tiresome and taking away the possibility of cooperation and interaction between teacher and students. Given the above, the development of didactic game aims to contribute as a tool in the process of teaching botany. Accordingly, questionnaires containing mixed open and closed questions were prepared to obtain information from teachers regarding didactics, students' previous knowledge of Botany, resources used in the classroom and about playful games. To assist this approach, an analysis of the curriculum matrix of the integrated technical courses in chemistry and mechanics was performed, identifying in this document that the discipline of Biology is only in the first and second years of the courses. Students reported that the most used resources in biology classes are data show, practical classes, textbook and whiteboard, items that are used in most science and biology classes, thus leaving other activities alternatives aside. With the information of the diagnosis, a planning was elaborated with the following steps: selection of the contents of Botany, bibliographic survey, construction of the game Stay Smart! Kingdom Plantae, game validation, intervention (game application) and process-oriented written assessment. The game Get Smart! Kingdom Plantae is a board with 160 hanger cards, true / false, direct questions (with hints) and multiple choice (with three alternatives). With the game accompanies an infographic with the guidelines of the construction and elaboration of the didactic game, stimulating other professionals of any teaching area to elaborate and make their own games according to their reality. The game was accepted by both undergraduates and students, and proved to be an important didactic resource, as it can assist teachers in the contents of Botany, in an interactive, pleasant way, contributing to the teaching / learning process.Item Música integrando conhecimentos botânicos e ambientais(2018-03-28) Teixeira, Janio Carlos Ramos; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Bührnheim, Cristina Motta; http://lattes.cnpq.br/6552256507605884Botany is one of the oldest sciences applied by mankind and, in this sense, walks with a paradigm in relation to its applicability do not refer to theoretical / methodological approaches in the classroom, causing students to be uninterested due to the lack of contextualization and practical activities for an understanding of the importance of vegetables to the environment. This program is designed to develop didactic forms in the form of a musical repertoire for biology classes, using economics as Environmental Education. In this sense, the use of music as a resource can bring students closer to the themes through an approach that brings their socio-cultural universe closer to the proposed contents. NBA, as it refers to methodologies that guide research, are initially intended as diagnoses as environmental issues were developed during the school life with speeches of the course in Biological Sciences (LCB) and Technical High School Integrated in Chemistry (IQUI) of the Federal Institute of Science, Education and Technology of Amazonas - Campus Manaus Center (IFAM / CMC). In this way we will have information that is necessary for an application not High School and in the LCB training of teachers in terms of essential content for a basic training of teachers. Logo after an intervention process that consists of three stages. The first is to apply a theoretical lecture on the subject addressing as notions of basic medicine for the compression of the environment. The second step relates to an approach on engagement with music through the appreciation and manipulation of musical instruments. In the third stage will be built a repertoire by the students with music involving the theme. After previous steps, a musical didactic resource is developed so that biology teachers based on classroom contents from experience.Item Aprendendo botânica com plantas medicinais(2019-04-05) Lima, Henrique Oliveira; Paes, Lucilene da Silva; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Luiz Antonio de; http://lattes.cnpq.br/9931395111001102; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/333As a way to help teachers of science in botanical education, we developed this material that we provide in a simple and practical mode, ways to facilitate the approach of botanical teaching in the classroom. The teaching strategies are presented as a didactic sequence of eight stages, containing the summary of activities, objectives and evaluations used at each stage. Although the material is initially aimed at elementary education, we understand that its applicability also covers the young and adult public.Item O ensino de botânica numa perspectiva prática, teórica e regional(2019-04-05) Lima, Henrique Oliveira; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Luiz Antonio de; http://lattes.cnpq.br/9931395111001102; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861The Botany has room in classrooms throughout Brazil. The problem is a work carried out, it is the very stimulus of students in learning the plants, as many of them refer as if they are bush, that is, something without much importance. On the other hand, teachers are not motivated to enthusiastically deliver this content. This is a big problem, especially when it comes to an Amazonian language, which is a big problem, which is a being studied, and for that it needs to be preserved. For evaluation, it should be like guidelines for National Curricular Parameters of Natural Sciences and the Common Curriculum, for those documents that the school levels are able to know and understand, for which they are natural to be sustainable. As a way to contribute to the elementary school Rilton Leal Filho, located in Armando Mendes. The research was qualitative and based on action research, which is summarized in a methodological proposal regarding the theme as the participants of the research work together to solve a problem. Thus we proposed the use of plants as a way to release and learn from students by students. For an intervention, to relate as plants with the construction of a didactic sequence based on Zabala, (1998) and Miquelante et al (2017), containing 8 steps, all the different strategies of action (Based on Krasilchik 2008), each with a common element, like medicinal plants. As a way to subsidize the construction of a sequence, we generate a model of information and strategies to draw. This tool was based on Lakatos and Marconi (2010). We also intend to investigate the history of botanical education throughout elementary school as a way to obtain more information for the construction of the sequence. During the sequence, we cover several botanical topics such as: morphology, anatomy, physiology and botanical ecology. In all these, the students had an active participation, and the researcher only assisted when necessary. Finally, by obtaining all the results, we verified that the students learned the proposed subjects, and consequently created an environmental awareness, that led to the reflection on the importance of the conservation of the plants. In the end, we built a didactic product so that other professionals and admirers of the area can use to apply and transform their reality and that of their students, because the vegetal resources need to be understood so that the construction of a sustainable thought and a change of attitude.Item Ensino de botânica: um guia didático como contribuição à formação da concepção ambiental para licenciandos de ciências biológicas(Instituto Federal do Amazonas, 2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Maria Astrid Liberato; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861The teaching of botany is a fundamental tool to strengthen awareness of the use, management and conservation. The development of teaching activities in Spaces Non-Formal (ENFs) Amazon can provide significant learning processes for teaching botany, valuing biodiversity of regional plants and thus contributing to the formation of an environmental design. The research in this chapter aimed to diagnose through PPC, questionnaire to teachers and students, the perception of botanical relationship and environment in the construction of environmental design. The study was conducted at the Federal Institute of Education Science and Technology of the Amazon / IFAM through interviews with 49 students from the 2nd, 6th and 8th periods of Morphology disciplines of Superior Plant and Superior Plant Physiology, and 04 teachers, target the course of Biological Sciences Degree, checking botany and environmental design and the methods used by teachers for teaching botany. Later, there was an intervention by activity developed in ENFs. Research has indicated that the botanical knowledge developed in ENFs stimulate learning differently in the traditional way, demystifying the botany as difficult to understand as well as raise environmental design as a tool for maintaining balanced environment.