Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
Notícias
Acesso aberto a documentos
Navegar
6 resultados
Resultados da Pesquisa
Item O uso do jogo didático sobre elementos para alunos do 1° anodo ensino médio na escola pública: jogo da tabela periódica(2021-08-11) Oliveira, Mirian Souza de; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Pio, Mauro Célio da Silveira; http://lattes.cnpq.br/3457499082138070; Oliveira, José Ribamar Silva de; http://lattes.cnpq.br/5940747651740209The great lack of interest and difficulty in finding methodological alternatives for teaching chemistry is the students' lack of interest, especially in the use of the periodic table, as they are used to the traditionalism of the classroom that occurs daily in all subjects. Based on this need, it was necessary to innovate in these classes, with didactic games, called the assembly of the periodic table on the cardboard sheet and the dice game with the cards in the periodic table. The game helps in the teaching-learning process and facilitates the understanding of chemical elements and their main characteristics such as quantum number, their melting and boiling point for physical and chemical characteristics. This work aimed to create a didactic game to help teachers and students in high school chemistry, making them understand the contents covered in the classroom, more specifically the chemical elements of the periodic table. The work was carried out in a public school, with students from the Ist year of high school, the Solon de Lucena State School located in the neighborhood of São Geraldo, Manaus AM. The applied activities were with classes, practical activity tests, with knowledge about processes and essential concepts of Chemistry, covered in high school. The didactic game "periodical table" was applied. Based on the positive result, So it was a great alternative to all sets in the classroomItem O uso do jogo didático no ensino de química para alunos do ensino médio de uma escola pública: cartas da tabela periódica(2021-02-26) Fonseca, Harley Pereira da; Mello, Maria Stela de Vasconcelos Nunes de; http://lattes.cnpq.br/2805649897134729; Mello, Maria Stela de Vasconcelos Nunes de; http://lattes.cnpq.br/2805649897134729; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346The great lack of interest of students in teaching chemistry, especially with the use of the periodic table, is related to the traditionalism of expository classes, taught in the classroom, making them monotonous, both for the students and the teachers who teach these classes. From this observation, the need for innovation in these classes arose, with the aid of the didactic games tool, called the periodic table card game. This game tries to develop better learning and facilitate the recognition and identification of chemical elements, along with their physical and chemical characteristics. This work aims to create a didactic game, to assist teachers and students in teaching chemistry, facilitating the understanding of the contents covered in the classroom, more specifically chemical elements of the periodic table. The content was approached in a public school, with students from the 1st year of high school EJA (Youth and Adult Education), located in the neighborhood of Nova Cidade Manaus AM., Using a diagnostic questionnaire to collect data before applying the game and an evaluative questionnaire after the application of the game, for students and the teacher, in order to verify what contributions this tool would have in the teaching-learning process of this content. Theoretical classes were also used, in addition to a different methodology with the use of educational games. Classroom research was also carried out, looking for examples of the chemical elements in the students' daily lives, always adopting a technical and innovative language, with textbook activities and exercises. The results obtained were very satisfactory, as it is possible to observe through the graphs made in this work, the change of thought and concept about the periodic table, with the use of didactic games in the teaching of chemistry. It is concluded that the research, reached its objectives, contributing significantly to a better performance in the identification and memorization of the chemical elements of the periodic table, demonstrating that the use of didactic games is another auxiliary tool in teaching.Item Contribuições dos programas PIBID e residência pedagógica para formação inicial de uma acadêmica do curso de Licenciatura em Química do Instituto Federal Do Amazonas Campus Manaus Centro(2021-08-09) Oliveira, Evelyn Ferreira de; Souza, Heliamara Paixão Filizola; Souza, Heliamara Paixão Filizola; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Souza, Fabrício Filizola; http://lattes.cnpq.br/9552195362058392This work presentes my experiences in two high school institutions of the Manaus State Education Network – AM, during the Institutional Program for Teaching Scholarships (Pibid) and the Pedagogical Residency that took place in 2017 na 2018/2019, respectively. The research aimed to understand how the experiences in the Pibid and Pedagogical Residency programs contribute to ny initial training as a student of the Licentiate Degree in Chemistry at the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Center. During the immersion in the school environment, observation and interaction with students, teachers and the entire school community, I used the training memorial as a self-training instrument. Participation in the Pibid and Pedagogical Residency programs allowed the approximation and familiarization with the profession, through observation and conducting in the school environment, made possible the Exchange of experience with more experienced teachers trained in chemistry. Therefore, teacher training programs are designed to enhance the teaching profession by validating the knowledge acquired by elemenatry school teachers throughout their careers and placing them as co-trainers of new teachers. In addition, they contributed positively to the initial training of future teachers, leaving them more secure in the role of teacher, enabling them to atribute new meanings to the teaching profession and bringing conviction to the choice of profession.Item Produção de videoaulas com tradução em libras: tecnologia assistiva no ensino de Química(2023-11-13) Moraes, Isabele Fernanda Silva de; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Souza, Renato Henriques deDigital tools play a significant role in chemistry education, serving as widely adopted resources for students to grasp abstract concepts. Among these resources, YouTube stands out as a platform rich in educational content. However, when it comes to addressing the needs of the deaf community in the context of chemistry, the availability of resources is notably limited. One possible approach to mitigate the challenges faced by the deaf community is the implementation of assistive technologies in education, encompassing children, youth, and adults with diverse disabilities. The primary objective of this research is to assess the use of assistive technology resources specifically designed for deaf students in the context of chemistry classes. Additionally, an effort was made to create chemistry video lessons with sign language interpretation (Libras). This research adopts a qualitative approach, aiming to understand the objectives and values of the participants involved in the educational process. To carry out this project, the epistemological basis of action research was employed as the methodology. Three video lessons were developed covering the following topics: Physical Transformations of Matter, Atomic Models, and Chemical Bonds. Each video lesson was divided into three segments: Introduction, presenting the lesson's topic and relevant questions; Development, where concepts were dynamically explained with everyday examples; and Conclusion, encouraging reflection on the lesson and the content's importance for the learning process. The video lessons underwent a validation process with chemistry teachers and members of the deaf community. One observation made during validation highlighted the importance of students' prior knowledge for comprehending the content of the video lessons. Regarding the logical sequence presented in the videos, all teachers expressed acceptance with this aspect. In the question regarding the relevance of incorporating images and animations into video lessons, the deaf community unanimously asserted that this element played a fundamental role in facilitating the understanding of concepts in the field of Chemistry. The implementation of the video lesson with the didactic sequence made the teaching-learning process more dynamic and appealing to the student, as the video lesson was used for review in this process. These results reflect the importance of integrating assistive technology into chemistry classes to meet the needs of the deaf community, providing an inclusive and effective approach to teaching this chemistry discipline.Item Audiodescrição: Ad como recurso didático no ensino da química(2023-02-28) Pimentel, Silvia Janaina de Oliveira; 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; Lemos, CátiaThe master's research, proposed here, is part of the Graduate Program in Technological Education of the Federal Institute of Education, Science and Technology of Amazonas-PPGET/IFAM/CMC and is aimed at visually impaired students inserted in inclusive teaching classes medium, without, however, being restricted to this public. Audiodescription is a communication accessibility resource for people with visual impairments that aims to describe image information in words, based mainly on Mota (2012, 2016), Mianes (2016), Lima (2010, 2013) Perdigão (2017) and Vergara Nunes (2016). It has already established parameters, based on the contexts in which it was used, and these have served as guidelines for its use in other spaces, Filho, Machado, Nunes (2017) and Ribeiro (2020), among them, teaching, Nunes (2016). To be adapted to teaching, it is understood that there is a need to think about other parameters for this area, since those that exist do not dialogue directly with didactic pedagogical issues, bringing implications for student learning. Therefore, the research problem consists, based on what has already been established about Audiodescription of static images, to look into the possibility of developing and proposing specific parameters for teaching, taking chemistry as the space for their construction. . Thus, the main point of the study is to develop guiding parameters for the use of Audiodescription as a didactic resource for accessibility in science teaching, with a focus on chemistry teaching. It should be noted that the choice of this subject was due, above all, to the difficulty that students in general have in this field, claiming that they cannot understand chemistry nor understand the importance of their learning for life. In this context, the proposal brings the Pedagogical Didactic Audiodescription, which has the transversal characteristics necessary for the teaching/learning of visually impaired students in inclusive classrooms. The research methodology will be qualitative, Chizzotti (2000), using action research, Thiollent (2005), for data collection and design thinking, Ferreira (2020), to treat the data through its stages: understanding the problem, design solutions, prototype and implementation to generate an educational product. Audiodescription mini-courses and workshops were held in order to identify points relevant to the construction of the educational product.Item Audiodescrição didático pedagógica para educadores(2023-02-28) Pimentel, Silvia Janaina de Oliveira; Chaves, Edson ValenteThe multidisciplinary thematic notebook, proposed here, is intended for visually impaired students inserted in inclusive high school classes, without, however, being restricted to this public. (Division). Audiodescription is a communication accessibility resource for people with visual impairment that aims to describe the information of images in words, based on Mota (2012, 2016), Mianes (2016), Lima (2010, 2013) Perdigão (2017) and Vergara Nunes (2016). It has parameters already established, from contexts in which it has been employed, and these have served as guidance for its use in other spaces, Filho, Machado, Nunes (2017) and Ribeiro(2020), among them, that of teaching, Nunes (2016). To be accessible to teaching, it is understood that there is a need to think about other parameters for this area, since those that exist do not dialogue directly with didactic-pedagogical issues, bringing implications for student learning. In this context, the proposal brings the Didactic-Pedagogical Audio Description, which has the transversal characteristics to the teaching/learning of visually impaired students in inclusive classrooms.