Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Estimulando a coleta seletiva através da gamificação e tecnologia(2021-12-20) Brandão, Ezequiel Sidney de Aguiar; Abinader Neto, Jorge Abilio; http://lattes.cnpq.br/5041328437303696; Abinader Neto, Jorge Abilio; http://lattes.cnpq.br/5041328437303696; Santos Júnior, Antônio Ferreira dos; http://lattes.cnpq.br/5353782518190667; Barreto, Renato Costa Mena; http://lattes.cnpq.br/9846283224109897Currently, due to the culture of industrialized products consumption, human beings end up producing, on average, just over 1 kg of solid waste per day. A large part of this waste is made up of materials that, through proper disposal, could be put back into the production cycle. However, the amount of residuum waste disposed of responsibly is far from ideal, generating sanitation problems in cities. This work proposes to develop a digital system that, using the gamification strategy, attracts attention, raises awareness and encourages many sectors of the society to actively participate in the process of disposal and selective waste collection in the city of Manaus. We will present here this system implementation, its modules, its versions in a Web and Mobile environment, in addition to the communication between such environments carried out through a Web Service REST.Item My friend logic-X: uma aplicação gamificada para auxílio do ensino de lógica de programação para pessoas com dislexia(2023-12-06) Souza, Leonardo Henrique Lima de; Azevedo, Renildo Viana; http://lattes.cnpq.br/0601215754206476; Azevedo, Renildo Viana; http://lattes.cnpq.br/0601215754206476; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333; Pereira, Mirlem Rodrigues Ribeiro; http://lattes.cnpq.br/7978282398335969Item Práticas de gamificação para uma cultura da sustentabilidade na educação profissional técnica de nível médio(2024-04-30) Paiva, Suzana de Souza Damasceno; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Noronha, Evelyn Lauria; http://lattes.cnpq.br/1289241193022321The gamification strategy has proven to be a promising practice in several sectors of society, the act of playing ends up being established in our perception of achievement. In this context, the research intention was to develop a study on gamification practices for the development of a culture of sustainability. In this way, the present work seeks to bring gamification as a strategy that promotes an educational practice that articulates the student's educational experience with their context, or educational practices that involve the interaction of the training process with socio-environmental urgency, thus being able to provide opportunities for meaningful experiences and contexts. of learning at EPTNM. This study is based on the line of research “Educational Practices in Professional and Technological Education”, whose bases are present in the macro-project “Methodological proposals and teaching resources in formal and non formal teaching spaces”. The objective is to evaluate the potential of gamification as an educational practice in building a culture of Sustainability at EPTNM. As specific objectives, the following are indicated: a) identify the perception of EPTNM participants regarding the gamification strategy; b) verify which gamification elements enhance sustainability practices; c) learn about possibilities for a culture of sustainability based on gamification at EPTNM; and d) produce a pedagogical game based on a culture of sustainability as an educational product. To this end, the Federal Institute of Amazonas – Campus Manaus Distrito Industrial (CMDI) was defined as the locus of study. Twenty (20) EPTNM students participated in this study. The methodological approach adopted was qualitative in nature, its materialization took place through field research with a multi-method approach. The techniques chosen were conversation circles, questionnaires, participant observation and workshops. These instruments helped in collecting data for the construction of this research with the aim of presenting proposals for the development of the work. After exploring the data, it was organized and analyzed through content analysis. As a result, a perception of gamification linked to the idea of games was observed, the elements of gamification that can enhance sustainability from the EPTNM context: contextualization, engagement and cooperation, as well as the indication of a culture of sustainability in the context of EPTNM. In the final stage, the construction of the Educational Product was allowed, entitled sustainable trail: a departure we want!Item MY FRIEND LOGIC-X: uma aplicação gamificada para auxílio do ensino de lógica de programação para pessoas com dislexia(2023-12-11) Souza, Leonardo Henrique Lima de; Azevedo, Renildo Viana; http://lattes.cnpq.br/0601215754206476; Azevedo, Renildo Viana; http://lattes.cnpq.br/0601215754206476; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333; Pereira, Mirlem Rodrigues Ribeiro Pereira; http://lattes.cnpq.br/7978282398335969Item Gamificação na EPT: uma prática pedagógica em tempo de era digital(2023-04-28) Silvia, Andréia Gonçalves da; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lacerda Júnior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Melo Neto, José Augusto de; http://lattes.cnpq.br/3836833775882414Based on EPT documents, this research is located in Line 1: Educational Practices in EPT, and in macroproject 1: Methodological proposals and didactic resources in formal and non-formal teaching spaces in EPT and aimed to investigate the gamification within the teaching practice from the Professional and Technological Education - EPT in time of the Digital Era, highlighting the digital inequality presented with greater evidence by the Emergency Remote Teaching (ERE) in the period of the pandemic caused by the SARS-CoV-2 (Covid-19). Such context, experienced in this period with more intensity, instigated us to think about the teaching and learning process and the usual and contemporary ways of teaching. Given this scenario, we explore teaching practice in the face of this changing reality that digital acceleration has brought to the educational community and is still little explored in EPT, as presented by the study. For the development of this research, we had the participation of 9 teachers from the EPT who work with young people aged 14 to 24 who are part of the learning program of the National Service of Commercial Learning - Manaus Unit - SENAC. For this study, we used research of an applied nature, with a qualitative approach. For data collection we used bibliographical and documentary research and forms. The forms were applied to identify: the digital information and communication technologies - TDICs in the educational context of the teachers, the digital and technological resources used by them more frequently, the digital and analogical didactic strategies used by the teachers, the game elements that the teachers use in their pedagogical practice and if they use them, the challenges and difficulties of teaching practice in the digital age and their role in the integral human formation of the student and in their formation for work, having work as an educational principle. From the results obtained with the research, an e-book was elaborated that works as a guide for gamified educational practices that allows the teacher to understand the functioning of gamification beyond digital media, because, according to the results of the research teachers do not use this practice correctly, use it incorrectly or still do not use this methodology in their teaching practice.Item Gamifica EPT: um guia para práticas educativas gamificadas(2023-04-28) Silva, Andréia Gonçalves da; Lima, Maria Francisca Morais deItem Aventuras de Atomildo: guia didático(2021-11-30) Rocha, Amanda Chelly da; Cabral Neto, João dos Santos; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Magalhães Neto, José Francisco deQuantum numbers arise naturally from the wave equation of physicist Erwin Schrödinger with the function to characterize an electron in the atom. In education, these numbers have caused students some discomfort in relation to learning difficulties, among which we can highlight the issue of abstraction of content, a decontextualized approach and the absence of a historical construction linked to these numbers. Looking for help the teaching of the theme presented, we propose the use of the Atomildo Adventures game, a digital game designed to be used as a technological resource in the learning of quantum numbers, which uses the historical narrative of understanding the atom and the models idealized for explain the structure/organization of electrons in the atom, with reference to the principles of gamification, for 1st year high school students studying Chemistry at a public school in the Manaus city. Gamification is commonly understood as the use of elements contained in games, in a non-game context, with the purpose of motivating and engaging the target audience. During the methodological journey, we adopted a qualitative approach, taking action research of the strategic type as a method, which performs only one application cycle. The data collection techniques and instruments used were bibliographic research, participant observation, questionnaire and interview. Based on structures presented in the literature on how to gamify, we developed as an educational product, a digital game based on the gamification of content that consists of applying game elements and thoughts to change the content so that it looks like a game. The developed resource is inserted in a didactic sequence that has basically four steps. The results show evidence that the game is promising, as it was possible to observe the learning of the content from the perspective of the process of knowing, recognizing quantum numbers and applying its concepts to understand the structure/organization of electrons in the atom. As for the game, it was well evaluated by the students considering several aspects, namely, usability, gameplay, challenge, satisfaction, fun, among others.Item Ensinando números quânticos usando gamificação(2021-11-30) Rocha, Amanda Chelly da; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Magalhães Neto, José Francisco deQuantum numbers arise naturally from the wave equation of physicist Erwin Schrödinger with the function to characterize an electron in the atom. In education, these numbers have caused students some discomfort in relation to learning difficulties, among which we can highlight the issue of abstraction of content, a decontextualized approach and the absence of a historical construction linked to these numbers. Looking for help the teaching of the theme presented, we propose the use of the Atomildo Adventures game, a digital game designed to be used as a technological resource in the learning of quantum numbers, which uses the historical narrative of understanding the atom and the models idealized for explain the structure/organization of electrons in the atom, with reference to the principles of gamification, for 1st year high school students studying Chemistry at a public school in the Manaus city. Gamification is commonly understood as the use of elements contained in games, in a non-game context, with the purpose of motivating and engaging the target audience. During the methodological journey, we adopted a qualitative approach, taking action research of the strategic type as a method, which performs only one application cycle. The data collection techniques and instruments used were bibliographic research, participant observation, questionnaire and interview. Based on structures presented in the literature on how to gamify, we developed as an educational product, a digital game based on the gamification of content that consists of applying game elements and thoughts to change the content so that it looks like a game. The developed resource is inserted in a didactic sequence that has basically four steps. The results show evidence that the game is promising, as it was possible to observe the learning of the content from the perspective of the process of knowing, recognizing quantum numbers and applying its concepts to understand the structure/organization of electrons in the atom. As for the game, it was well evaluated by the students considering several aspects, namely, usability, gameplay, challenge, satisfaction, fun, among others.Item O uso de recurso tecnológico no ensino dos números quânticos(2018-12-07) Rocha, Amanda Chelly da; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Valle, Cláudia Magalhães do; http://lattes.cnpq.br/6144588008175975; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046Because the difficulty in understanding the resources and the concepts of chemistry teaching by the degree of abstraction, chose to use the technological resource as a way to help the student without the capacity of representative construction of circunstance or model. This work aims to enable the significant learning of quantum numbers, especially the principal quantum number (n) through an application developed in App Inventor and based on the pillars of Gamification that has elements capable of motivating the student. The application has the aid of three short videos available on You Tube that approching the evolution of atomic models, especially the Bohr model and Quantum Numbers. In addition, it consists of a question and answer game related to the videos and a ranking system to perform the interaction between the players. For that, the application of a questionnaire containing discursive and objective questions, the application of the game and a dialogue with the students respectively, was used. The results of the diagnostic questionnaire showed that majority of the students conceived it as Rutherford's atom, but described it as the Rutherford- Bohr atom. As for the Bohr Model, it was found that they had a glimmer of the model that was restricted to an improvement of Rutherford. egarding the quantum numbers, they had difficulty in conceptualizing, since they had an idea how to find and who they are. In the application of the game and established dialogue, the students were able to understand both the theories that constitute the evolution of atomic models and quantum numbers through the application that helped to remember the contents already seen and contributed with additional information in a way dynamic and interactive. However, it is worth noting that the greatest difficulty encountered by the students was not to understand quantum numbers, but the evolution of the models throughout history and its relation with quantum numbers, especially the principal. As for the use of the application in the classroom it was possible to perceive the contribution to learning as a technological resource and to analyze the points that need to be revised to aprimorate it.