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 O modelo da sala de aula invertida para a aprendizagem conceitual em termodinâmica básica: aprendizagem conceitual da termodinâmica básica(2022-12-05) Pacheco, Janaina BezerraItem O modelo da sala de aula invertida para a aprendizagem conceitual em termodinâmica básica(2022-12-05) Pacheco, Janaina Bezerra; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Costa, Felipe DenardinThe present work presents a study whose object is the teaching and learning processes about conceptual learning in basic thermodynamics; temperature, heat and change of state. The research subjects were 2nd year high school students from a full-time public school in the city of Parintins. This work aimed to develop a booklet on the subject in question using the model of the inverted classroom, the SAI. The research methodology had a qualitative approach, since the students' responses were investigated in the pre-test, during the experimental activities in the classroom, in the transcripts of student reports and in the post-test. A bibliographic review was carried out on conceptual learning, the scientific concept as a notorious learning difficulty in physics, and the model of the Inverted Classroom (IS). We designed the educational product in the form of a booklet to help the teacher with regard to learning the basic concepts of thermodynamics. As a result, we found evidence that there was conceptual learning of the highlighted subjects. It is noteworthy that the entire development of this work, as well as the implementation of the methodological steps took place in the full context of the Covid-19 pandemic.Item Movimento circular uniforme: aprendizagem pelo modelo da sala de aula invertida (Flipped Classroom)(2016-02-15) Barbosa, Paulo Cesar Puga; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692; http://repositorio.ifam.edu.br/jspui/handle/4321/444Item Planejamento participativo: como implementá-lo na educação profissional e tecnológica(2019-12-17) Serrão, Yoli Glenda da Silva; Lima, Maria Francisca Morais de; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746; http://repositorio.ifam.edu.br/jspui/handle/4321/451The proposal of Participatory Planning arose when the Project was qualified about the Ponte School and its dialogue with Vocational and Technological Education (EFA). The purpose of the proposal is to collaborate with information and knowledge about Planning and to be able to make the “Bridge”. It is structured in 7 topics namely: Participatory Planning, Educational Planning, Participation and its levels, who should participate in Participatory Planning, Laws that subsidize school planning and democratic management, Participatory Planning, Pedagogical Political Project and Democratic Management, Participatory Planning at Ponte School: How can we think it? How can the Ponte school dialogue with the EFA? The proposal of the booklet aims to contribute to the construction of a democratic environment that uses Participatory Planning in school spaces, aiding Democratic Management, and offering guidance to those who think the dialogue between the «Bridge» and the EFA.Item Movimento circular uniforme: aprendizagem pelo modelo da sala de aula invertida (Flipped Classroom)(2016-02-15) Barbosa, Paulo Cesar Puga; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692This work produced a planning guide for learning the uniform circular motion from the inverted classroom model (flipped classroom). The study was conducted at the Instituto Federal de Educação, Ciência e Tecnologia (IFAM) - Campus Manaus Zona Leste with a group of first year of the integrated technical education with the average. The experience of the class with the uniform rectilinear movement classes and uniformly varied rectilinear motion by the traditional method of teaching physics was important for the application of this research. Thus, the uniform circular motion of the flipped classroom teaching through the structure that broke with the students knew. To apply this method with students used the proposal developed in the e-book of spanish teacheres: Alicia Diez, Javier Tourón and Raúl Santiago. The educational product of this work is the result of the account of my experience with the flipped classroom. In the first part of the educational product, will be fully explained to the teacher working with educational technology tool EDpuzzle and guide their students in the use of it. In the second part, the most important, the teacher will have a lesson plan together scripts for the activities in the classroom. The development of the educational product was made in the light of Bloom's Taxonomy, which guided the definition of learning objectives and also helped to choose which the most appropriate technological tools to achieve these goals. The final comments of feedback show the acceptance of the flipped classroom unanimously by all students and proves the failure of the traditional education system.Item Proposta de ensino sala de aula invertida: uma metodologia ativa de aprendizagem(2019-05-30) Pantoja, Ana Maria Silva; Lima, Maria Francisca Morais de; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Brito, César Lobato; http://lattes.cnpq.br/4163631243200566; http://repositorio.ifam.edu.br/jspui/handle/4321/311This didactic material is a product of the dissertation of Master “Proposal of teaching based on the methodologies active in the superior course of technology”. It is a pedagog¬ical tool to subsidize teaching practice in higher technology courses, with the aim of providing an active learning method¬ology through the inverted classroom, a significant alternative to achieve professional training that meets the demands of the world of work XXI century. Thus favoring a learning in which the student is the protagonist, where they are encouraged to learn in an autonomous and participative way, from real prob¬lems, being, therefore, responsible for the active construction of knowledge. Considering this, our general objective was to develop a teaching practice based on the active methodologies in the superior course of technology. The research evidenced the absence of pedagogical knowledge aimed at EFA in the ini¬tial formation of the teachers under study and the difficulty of relating theory and practice, because they come from different technical backgrounds, with this, a proposal of teaching is pre¬sented that motivates the teacher to (re) build their practices based on meaningful learning, updating and innovating their teaching methods, in order to prepare a professional fit to act in the world of work.