Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item UARANÁ: aplicativo para identificação de animais do bioma amazônico impressos em 3D(2022-12-15) Costa, Ádria Estefane do Rosário; Santos Júnior, Antônio Ferreira dos; http://lattes.cnpq.br/5353782518190667; Santos Júnior, Antônio Ferreira dos; http://lattes.cnpq.br/5353782518190667; Silva, Emmerson Santa Rita da; http://lattes.cnpq.br/2816676765167172; Pinto, Elson Antonio Sadalla; http://lattes.cnpq.br/9786797594989755Considering the use of technology for educational purposes, a project was developed to help students learn, in order to understand and learn more about Ecology with a focus on the Amazon Biome, through a model composed of 3D printed animals. The objective of the UARANÁ project is development application, through the camera, to recognize the image of animals produced by 3D printers and from there to provide extra information about the recognized animal, with images, texts and videos defined by the author of the model. For this, research was carried out to identify the possibility of developing this application using mobile technologies. Thus, using the incremental and iterative approach of the RUP (Rational Unified Process) project development model, a project was developed with an image classification model trained on the Teachable Machine to perform image recognition, being possible to query registered information about the objects in a database. Resulting in obtaining a mobile application for recognizing animals printed in 3D, which through the graphical interface returns information about the animals of the Amazon Biome.Item Produções de jogos sobre ecologia como instrumento didático pedagógico no ensino fundamental: relações ecológicas(2016-12-19) Sousa, Kátia Lima de; Mello, Maria Stela de Vasconcelos Nunes de; http://lattes.cnpq.br/2805649897134729; Mello, Maria Stela de Vasconcelos Nunes de; http://lattes.cnpq.br/2805649897134729; Reis, Clebernilson; Souza, José Estanislau Sant'Anna de; http://lattes.cnpq.br/7774391151208979The present work aimed to teach ecology concepts, in a playful way, to the students of the 6th grade of Elementary School of a School of Integral Time in the city of Manaus-AM, using as a didactic-pedagogical tool the playfulness. The Case Study was carried out in two phases, namely: 1st phase, the direct observation in the classroom, at the time of classes and the resolutions of the exercises proposed in the book on the subject treated. The 2 ° phase have been prepared ecology games. After the presentation of the games, the students' acceptance and learning index was evaluated through a questionnaire elaborated for this purpose.109 students from the 6th grade of Elementary School, from classes 3, 4 and 5 participated in the research, presenting satisfactory results, When more than 95,116% were favorable to the application of the games, demonstrating interest and participation in the activities.Item A alfabetização ecológica na formação do técnico nível médio em edificações(2019-12-05) Garcês, Lucas Maia; 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; Cintrão, Núbia LiraThe study presented here arose from the environmental crisis we have been experiencing; we believe that the understanding of this crisis process, as well as the elements that may minimize it, is of fundamental importance for all professionals, but especially for those who work in construction, given the impacts caused by construction of the works. Thus, we seek to answer the following research problem: What elements can be observed in the training process of the building technician that manifest signs of ecological literacy? To this end, we take Capra's precepts on ecological literacy as a reference, having as an institutional context of the research, the integrated high school technical course offered by IFAM. We follow the qualitative research and use questionnaires with open and closed questions, as well as documentary analysis, to identify evidence of ecological literacy among 22 students enrolled in the 3rd year of that course. After analyzing the built data, we found that there are elements that indicate a basic level of ecological literacy among students, however, there is some confusion between basic concepts related to Ecology. It was also possible to verify that, in the legal documents that guide the analyzed course, the formation of the building technician and the Basic Education as a whole, shows the necessity and importance of addressing the environmental issues in the formative process, as a way to life. sustainable. With this research, we hope to enable further discussions and reflections on the importance of ecological literacy for the building technician.