DAEF - Departamento Acadêmico de Educação Básica e Formação de Professores
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/539
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Item Sequência didática na promoção de conhecimentos e atitudes preventivas sobre acidentes ofídicos no ensino fundamental(2025-12-10) Souza, Carlos Rafael Lima de; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Costa, Nayara Ferreira; http://lattes.cnpq.br/5948456845760153The development of students' skills and competencies occurs during the school period, usually mediated by teaching, which can be facilitated through prior and systematic organization in a didactic sequence (DS). Topics of medical importance, such as snake bites, can be developed by integrating activities and contextualizing them with the Amazonian reality. In addition, as observed during the teaching internship, the school does not have laboratories or teaching resources to contribute to science education, which reinforces the need for differentiated methodologies. Therefore, the objective of this study was to expand knowledge and develop preventive attitudes about snake bites among 7th-grade elementary school students. The DS was developed based on the works of Antônio Zaballa, Muenchen, and Delizoicov, as well as the National Common Core Curriculum, and was applied through classes and different teaching resources. Through the analysis of questionnaires, it was possible to identify that 7th grade students have incipient knowledge about the subject. During classes, students showed interest and participated actively, especially in the educational game “Escape from the Snakes,” where they achieved very satisfactory results with all teams scoring high marks, showing that this resource can be used to promote learning. Therefore, the SD developed emphasizes the importance of organizing stages in teaching, resources for knowledge acquisition, and the relevance of contextualization, allowing for the active participation of students, thus learning and developing interpersonal skills.Trabalho de Conclusão de Curso 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.Trabalho de Conclusão de Curso Proposta de um jogo lúdico usado como mediador na aprendizagem de hidrocarbonetos na 3ª série do ensino médio numa escola estadual de Manaus(2017-02-16) Velozo, Rainey Oliveira; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Oliveira, Lyege Magalhães; http://lattes.cnpq.br/6690728944762905; Souza, Heliamara Paixão de; http://lattes.cnpq.br/0367991915005308To find alternatives that seek to solve the process of teaching and learning and, above all, that generate higher school performance, is a challenge both for the pedagogical structure of any school. Many factors favor school failure, such as indiscipline, and total lack of interest and motivation with the disciplines that require a greater intellectual effort, said this, the teachers in their moment of restlessness, seek through the researches, what better way to promote in the Student interest and motivation needed to study, thus creating alternative methodologies always seeking to improve learning in the classroom. The game of Hydrocarbons Chemistry was used as an instrument to mediate and facilitate the learning of the content of Organic Chemistry of Hydrocarbons, seeking to contribute to the pedagogical practices of Chemistry teachers and obtaining knowledge from students. This monographic work sought to identify the problems related to the teaching-learning process of the State School Maria Madalena Santana de Lima and demonstrate that through less traditional pedagogical practices, such as a game, can promote learning in a satisfactory and enjoyable way. The analysis of the proposal was made through the application of the game and two questionnaires, applied among the students of the third grade of the high school of the night shift. The results show that the game in a certain way has an extremely educational function, since its application favors the fixation and stimulation of reasoning, argumentation and the development of interest in creativity and teamwork, stressing the term, how good it is to learn Chemistry joking.