Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Curso introdutório para construção de texto de divulgação científica: guia didático para professores(2023-02-24) Lopes, Jonatas Brasil; Lucena, Juliana Mesquita Vidal Martínez deThis educational product entitled Introductory course for the construction of a Scientific Dissemination Text: a didactic guide for teachers is the result of a master's research in order to develop a teaching-learning proposal to collaborate with the production of a Scientific Dissemination Text (SDT). It is organized in 2 units: 1) Theoretical Guide: for a deeper understanding of the theoretical basis that guided the conception of the proposal; 2) Teacher's Guide: to help in the planning of the implementation. In this proposal, we intend to develop some fundamental skills that the disseminator of scientific knowledge should have to produce a Learning Topic and promote Scientific Dissemination: a) Identify the initial resources for the composition of a SDT. b) Appropriate the parameters necessary for the composition of a SDT. c) Prepare a SDT following quality criteria based on the rubric. It is hoped, therefore, that this product can help students, teachers and even publishers in the promotion of Scientific Dissemination.Item Uma proposta de ensino-aprendizagem para produção de textos de divulgação científica em cursos de licenciatura(2023-02-24) Lopes, Jonatas Brasil; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Gonçalves, Carolina BrandãoThe recent waves of Covid-19 accompanied by a veritable avalanche of fake news about the disease, the virus, and vaccines, have increased the concern about bringing the common citizen closer to scientific thinking. Much has been debated about the dissemination of new scientific knowledge and the distance between science and society in general. Considering the existence of few materials of Scientific Dissemination (SD) in the Amazonian context, there is a need for actions that promote the teaching of SD starting in undergraduate courses. This research was concerned with helping future teachers to produce Scientific Dissemination Texts (SDT) strengthening the access to scientific topics with accessible language. Therefore, a case study was carried out, with the main objective of evaluating a teaching-learning proposal for the construction of SDT. This was implemented through a workshop called "Building SDT", with the use of planned learning scripts based on Constructive Alignment in order to stimulate autonomous study. The content was based on the parameters of analysis and construction of the SDT and the form of evaluation was done by means of rubrics developed for this purpose. The subjects of this investigation were students of the Degree Course in Biological Sciences of the Federal Institute of Education, Science and Technology of Amazonas (IFAM - Campus Manaus Centro). In the proposal, it was sought to develop some skills that the disseminator of scientific knowledge should appropriate with regard to the design and structure of this type of text. As results, through various instruments of data collection, were pointed out: gaps in the understanding of the students about the composition and organization of a SDT, as well as the elements and the search for the scientific article; the aid of initial resources in the composition of a text directing the planning of writing; the expansion and improvement of the perception of the composition and structure of a SDT through access to the parameters and rubrics provided by the application of the workshop; the suggestion of inclusion of the teaching-learning proposal in teacher training in undergraduate courses. After the evaluation and the necessary adjustments, an Educational Product named "Introductory Course for the construction of a Scientific Dissemination Text: a didactic guide for teachers" was organized, containing guidelines for: (a) knowing the theoretical basis that guided the teaching-learning proposal (b) helping in the planning and implementation of the proposal (c) building a SDT following the steps of the proposal.Item Planejamento reverso e a construção do planejamento de ensino: uma proposta para estudantes de licenciatura(2022-12-14) Araújo, Ana Maria Oliveira de; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Rizzatti, Ivanise Maria; http://lattes.cnpq.br/0476017687294560Degrees are higher education courses that enable graduates to work as teachers. This qualification process must be formative for the essential learning that is provided for in the BNC - Initial Teacher Training, established by the Ministry of Education and Culture - MEC through Resolution CNE/CP 2/2019. Essential learning in initial teacher training should be considered in specific skills, organized into three dimensions: professional knowledge; professional practice; and professional engagement. Given these dimensions, “professional practice” is fundamental for initial teacher training, particularly the specific competence of “planning teaching actions that result in effective learning”. In view of this, this research work had the general objective of elaborating a didactic material that allows undergraduate students to autonomously build teaching planning, subsidized by reverse planning, resulting in an educational product entitled Teaching and Classroom Planning: Do What your! This is a qualitative research, which used action-research as a strategy for its development, and had as participants students of Degree in Portuguese Language Arts from different public and private universities. The evaluation of the product carried out by these students considered the following dimensions: Newness of the Product; Resolution that the Product may Allow; Elaboration and Synthesis. As for the Newness of the Product dimension, in which the Originality criterion was evaluated, the students point out that the product is unusual in the universe of known didactic resources.In the dimension Resolution that the product can allow, the students considered that the product is Appropriate for the initial training of teachers, undergraduate students, as well as it is Appropriate for the development of the dimensions of the Common National Base for Initial Teacher Training - BNC Training . In the Elaboration and Synthesis dimension and its expressive and integrative criteria, the students considered that the sections that make up the product integrate different support materials that help in autonomous learning. In terms of the corrections suggested in the product, the workload foreseen for the fulfillment of the proposed activities was modified, according to the students' feedback. In short, the results point out that the educational product has the possibility of qualifying undergraduate students for the autonomous elaboration of teaching planning.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;