Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Trabalho de Conclusão de Curso O ensino de reações químicas inorgânicas por meio de videoaulas: uma aplicação em um curso técnico de nível médio(2019-11-05) Ladislau, Marcos Tulios Frota; Barroso, Hileia dos Santos; http://lattes.cnpq.br/9129624703082537; Oliveira, Dorian Lesca de; http://lattes.cnpq.br/1334429929720379; Barroso, Hileia dos Santos; http://lattes.cnpq.br/9129624703082537; Bezerra, Jaqueline de Araújo; http://lattes.cnpq.br/4616893220707322; Lira, Wallace; http://lattes.cnpq.br/7834505234728150Experimental classes are essential in the teaching-learning process, be it for any discipline and at any level of schooling, the practice arouses in the student greater interest and involvement in content, but in general, most school environments is facing certain difficulties in their especially in disciplines such as chemistry that have as obstacles: the absence of an adequate laboratory, a lack of reagents and equipment, and the limited time available to perform the procedures safely. Faced with this, many teachers do not use the experimental class in their daily lives, but can use other means to overcome these difficulties. The video is a tool of information technologies and communication, which this work intends to show as a viable alternative for the teaching of inorganic chemical reactions. In this way, a video with an approximate duration of 10 minutes was produced on this subject, which was applied in a class of the 1st year of high school integrated in Informatics in the Instituto Federal de Educação, Ciência e Tecnologia do Amazonas. First of all, a diagnostic questionnaire was applied before the video and an evaluative questionnaire after the video, in order to verify what contributions this tool has in the teaching-learning process of this content. In the face of the difficulty that students have about Chemical Reactions, many times, related to the fact that it requires them knowledge at macroscopic level, microscopic and symbolic, can be seen through the results obtained in the questionnaires, a significant evolution in learning content, the notes of the evaluative questionnaire showed a 100% increase on the notes of the diagnostic questionnaire. It can be seen, therefore, that video can be used as an educational tool that contributes effectively to teaching and can substitute experimental classes with even certain advantages in relation to them.Outro Roteiros de aprendizagem: orientações para elaboração de roteiros de aprendizagem(2019-07-02) Farias, Marcella Sarah Filgueiras de; Mendonça, Andréa Pereira; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Pacheco, Almir de Souza; http://lattes.cnpq.br/9497811380342629The Learning Script is a tool planned and intended by the teacher to guide the students’ studies. These Scripts allow students engagement and autonomy, in addition to contribute for the development of some systematized study strategies to achieve the learning goals proposed by the teacher. This educational product has the objective to assist teachers of Basic and Higher Education to plan, develop and apply Learning Scripts with their students aiming to optimize peers’ learning process, to guide and help them on their tasks improving reading and study absorption in and out of the classroom. The educational resources indicated on this product (video classes, templates, websites, etc.) allow pedagogical orientation which should help teachers with their planning, time estimate of scripts application, the correction of the responses given by the students, the feedback provided by the teacher and with sharing learning results. All elements are treated along this product with ease and with practical examples which can be adapted by the teacher.