Licenciatura em Química
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/740
Navegar
Item Aplicativos móveis no ensino de química para alunos surdos(2022-06-27) Jean, Alice Hedwiges Rodrigues; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Andréia Oliveira da; http://lattes.cnpq.br/4751206740233356With the great technological evolution experienced in contemporary times, one of the challenges facing the teacher is the use of technologies in the classroom. Particularly for the implementation of inclusive education, greater support is needed for teachers and students, given that subjects such as Chemistry are considered complex. The study presented here aimed to answer the following research problem: Which mobile applications for the deaf have been used in the teaching of Chemistry? To answer it, we had, as a general objective: to map the mobile applications aimed at deaf students that have been used in the teaching of Chemistry. The research is exploratory, with a bibliographic review being carried out to search for scientific productions that dealt with the subject in question. The review was carried out on the Google Academic and Capes Periodical platforms, using the following descriptors: “applications” combined with “teaching of Chemistry” and “deaf students”, delimiting the time interval between 2017 and 2022. The results found show that didactic resources are still incipient, especially applications, used in Chemistry Teaching, and most of these do not deal with specific contents of Chemistry, but bring such contents translated into Brazilian Sign Language. In addition, a good part of the studies found dealt with themes directed to High School, with few productions for the teaching of Chemistry in Elementary School. Therefore, for inclusive education to be enhanced, new investments and research are needed on the specificities for the teaching and learning of deaf students, as well as the training of professionals (teachers, interpreters) who work directly with this public, promoting the development of new technologies and studies that can promote the learning of these students.Item Contribuições do estágio supervisionado para a formação docente(2019-12-04) Lobo, Wyvirlany Valente; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401This paper discusses the contributions of Supervised Internship in teacher education through the impressions of undergraduate students of the Federal Institute of Education, Science and Technology of Amazonas presenting their difficulties, expectations and considerations. The research was conducted through pre-structured interviews with students of the Physics, Chemistry, Biological Sciences and Mathematics Degree courses. Later, a lexical analysis was performed with the aid of the Sphinx Software to verify the word frequency as a procedure to assist in the qualitative analysis. The results show that the main expectations consisted of experience, professional identity and disorganization in the classroom. The main unmet expectations at the internship were school support, student interest and follow-up. The difficulties encountered in the internship were the relationship with the students, lack of resources and school support. Regarding the influence of the internship on the classroom performance, the professional identity, teacher-student relationship and reality of schools were highlighted. As for the unwanted experiences, disrespect was revealed, taking on classes and teacher-trainee relationship. Contributions to the internship were participation in the events, orientation and flexibility. Unexpected situations were based on preparation, seeking guidance and solving the problem. Keywords: Supervised Internship;Item Ensino de biocombustíveis e combustíveis fósseis na educação básica(2022-06-27) Silva, Ivaldo Santos da; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Andréia Oliveira da; http://lattes.cnpq.br/4751206740233356The present study has as its theme the use of didactic resources in the teaching of biofuels and fossil fuels in basic education, where it sought to answer the following problem: What didactic resources have been used in basic education to teach the topic Biofuels? It started from the assumption that, given the environmental and energy crisis that we are experiencing, the discussion on how these themes have been addressed in basic education becomes of paramount importance. And, considering what the legal documents for teaching and the pertinent literature recommend, it is essential that such teaching be organized so that didactic resources and differentiated teaching methodologies can support it. As a general objective, we sought to verify in the literature the didactic resources that have been used in basic education for teaching the topic of biofuels as components of the teaching of Natural Sciences. And, as specific objectives, there are: 1. Discuss about the importance of teaching biofuels and fossil fuels in basic education, in the context of science teaching; 2. Check how the topic of biofuels is addressed in the legal documents that guide the teaching of Natural Sciences; 3 Present the didactic resources observed in the selected scientific productions on the teaching of biofuels in basic education. This is an exploratory research of a bibliographic nature, carried out in searches of scientific databases. The results indicate a lack of academic publications relevant to the subject, especially those directed to the teaching of Natural Sciences in Elementary School. Furthermore, it was found that the research carried out with high school students made use of various didactic resources inserted in didactic sequences, such as videos, models, prototypes, in addition to other strategies such as experimental activities. It is hoped that this research can raise new reflections about the importance of discussing the topic of biofuels in basic education, as well as the importance of teacher planning in their teaching practice, so that resources and didactic strategies can be included that can enhance learningItem Música como organizador prévio para o ensino da tabela periódica(2018-12-20) Amazonas, Jackssiane dos Santos; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240Item Recursos didático-pedagógicos utilizados nas aulas de química do ensino médio em escolas públicas de Manaus(2019-12-04) Oliveira, Ingrid Simone Melo de; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240This research has as a goal verify the more used didactic-pedagogics resources in State schools of Manaus-Am. This is an exploratory research with a quantitative approach. The data collecting tool was a quiz, focusing following analytical factors: resources that help students learn in the discipline of Chemistry; how often these resources are used and which of them are able to be used on chemistry teaching focused on students with special needs, looking for inclusion. The procedures were aplied in eight (8) different schools in Manaus. The sample analyzed contains the data of four hundred thirteen (413) students in high school and eight (8) educators/principals of those educational institutions. The results shows that the most three frequent used resources in class are the board, the didatic book or/and paradidatic books and the data show, the most three frequent used resources that aid the learning are the board, the chemistry lab and the classroom experiments, the resources for students with disabilities that most schools have are the newspapers and/or magazines and the data show. From the analyzed results is possible to notice that there is no a variation of the resources used in this topic besides limited resources for students with disabilities.