Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Atividades experimentais no ensino de química: relato de experiência no programa de residência pedagógica(2022-06-27) Oliveira Neta, Maria Isabel Santos; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Silva, Eliseanne Lima da; http://lattes.cnpq.br/4097810792970757Item A experimentação no ensino de química: reflexões a partir dos trabalhos do ENEQ(2021-12-16) Barros, Dorvanei Maciel; Lira, Wallace; http://lattes.cnpq.br/7834505234728150; Lira, Wallace; http://lattes.cnpq.br/7834505234728150; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346This monograph addresses the theme of experimentation in teaching chemistry. We started with the following questioning: how is experimentation in high school chemistry debated at the National Meeting of Chemistry Education (ENEQ) in the period from 2012 to 2018?. Included in this study were theoretical discussions and dialogues on experimentation in teaching subsidized by Chassot (2003), Trevisan (2008) and Maldaner (2003). The general objective was to analyze the studies related to experimentation in high school chemistry. To achieve this general objective, we discussed the way experimentation is worked on in high school chemistry and analyze how experimentation is discussed in the articles published in the thematic axis Experimentation in Teaching in ENEQs from 2012 to 2018. The corpus The study was composed of the minutes of the ENEQs as documents forged by researchers, professors and scholars in the field of chemistry education. In the analysis within the theme, it was found that of the 106 selected works, 27% contemplated the approach of experimentation by demonstration, 21% by verification and 52% by investigation. The study requires continuing investigation of experimentation in teaching chemistry to understand the effectiveness of each experimentation approach in the high school context.Item Avaliação e ensino de química no contexto do ensino médio: o que nos dizem os ENPEC’s?(2021-04-06) Lima, Edilane Barboza; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Silva, Rilda Simone Maia da; http://lattes.cnpq.br/9226835468850893This monograph addresses the theme of assessment in the teaching of chemistry. It started from the following problematization: how is the evaluation of the teaching of Chemistry disseminated and communicated at the National Research Meetings in Science Education (ENPEC) in the period from 2011 to 2017 ?. Theoretical discussions and dialogues on learning assessment subsidized by Luckesi (1998), Libâneo (1990) and Hoffmann (2005) were incorporated in this study. The general objective was to analyze the studies referring to the evaluation and teaching of chemistry in the context of high school. To achieve this general objective, the evaluation of learning in the teaching of Chemistry in the context of high school was discussed and the conceptions of the works presented in the thematic axis Assessment and Education in Sciences of the ENPEC's were identified in the period from 2011 to 2017. This study is justified primarily by the Brazilian educational policy that still spreads the classificatory and meritocratic model. At the same time, it was found, through a survey at the Brazilian Digital Library of Theses and Dissertations (BDTD), a minor number of works published with the theme of Assessment of Learning in Chemistry Teaching in the context of high school, both in BDTD and in the ENPEC's Minutes. Therefore, it is a theme that lacks theoretical and methodological densification and deepening. The study's corpus was made up of the ENPEC’s minutes as documents forged by researchers, teachers and scholars in the area of science education. In the analysis it was found that of the 108 works selected within the theme of Evaluation and Education in Science, only four (4) were aimed at Learning Assessment in the Teaching of Chemistry. We verified the approach of different conceptions of evaluation, showing the predominance of a discourse in defense of overcoming the traditional evaluation model. The study requires further investigation of the evaluation of science education in the context of high school.Item Árvores do futuro: um guia para implementação e condução de uma oficina de orientação profissional(2023-10-31) Souza, Angelica Ribeiro de; Anic, Cinara CalviThis educational product was created based on studies carried out in the dissertation “Career Guidance for Primary School Students”. The Career Guidance Guide entitled “Trees of the Future: A Guide to Implementing and Conducting a Career Guidance Workshop” was developed in e-book format in order to be a localized material accessible to the entire school and academic community so that the importance of discussing career guidance with this group of students, 9th graders, can be disseminated. This guide follows existing norms for its composition and better applicability in theoretical bases focused on the techniques presented here. The aim of this material is to contribute to the maturing of the professional inclinations of students graduating from elementary school who are interested in Integrated Secondary Education, given that the research carried out shows that career guidance aims to promote assertive and conscious choices not only in the professional field, but throughout the participant’s life project.Item O uso do programa scratch na abordagem dos conceitos iniciais de cinemática para alunos do 1º ano do ensino médio(2016-02-05) Farias, Fabrício de Oliveira; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Amazonas, Márcio Andrei de Souza; Perez, Silvana; http://lattes.cnpq.br/3585326481456738In this work we present a study on the use of animations in teaching activities in physical education, referring to the initial concepts of kinematics. The objective of this research is to apply the initial concepts of kinematics that is studied in the 1st year of high school more dynamic, contextualized and with the help of a software, but with the participation of students in order to make the enhanced learning. Scratch program will feature the technology (software) used to mediate the teaching of initial concepts of kinematics and become the most promising learning. The activities proposed in this study are based on the constructivist theory of Jerome Bruner which considers education for discovery and a proposed curriculum spiral format in which the content is proposed for surface and in-depth manner according to student learning. The participants were twelve students in a class of 1st year of high school of electrical engineering course in reliance belonging to the Federal Institute of Amazonas, Manaus-center campus. The instruments of data collection of this research were a pretest, two lists of exercises as the class script, a post test and two educational-methodological questionnaires. The conclusions derived from the vision of the students point out that the study of the initial concepts of kinematics, using animations and predefined physical concepts: (i) approached the theoretical knowledge of physics with everyday life, promoting learning, (ii) provided connections between the problem situations presented in the animations and physical content through interactivity, (iii) They aroused the pleasure of learning, and (iv) had innovative character, making interesting physics classes and different traditional classes. It is noteworthy that the vast majority of students considered useful lessons from this approach, and that the conceptual difficulties decreased intensely.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.