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1
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Tatiane Araújo Aquino
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MOTIVATION AND THE LEARNING PERCEPTION FROM HIGH SCHOOL STUDENTS APPROACHING ON ECOLOGY THEMES USING THE ACTIVE PEER INSTRUCTION METHOD
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Leader : JOSE EDUARDO BARONEZA
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MEMBRES DE LA BANQUE :
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SHIRLEI OCTACILIO SILVA
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CRISTIANE RODRIGUES MENEZES RUSSO
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JOSE EDUARDO BARONEZA
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SILVIENE FABIANA DE OLIVEIRA
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Data: 18 juil. 2022
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Afficher le Résumé
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In Brazilian basic education, the teaching approach of Biology has predominantly taken place through the method of expository dialogued class, which knowledge is transmitted orally by the teacher directly to the students, with the possibility of dialogue between them in order to promote the learning process. The expository method, however, has been questioned as to its effectiveness since it discourages the development of competences such as autonomy, proactivity and collaborative work. The proposal to insert active methods in Biology classes allows the student to be a protagonist in the construction of their own knowledge. The active Peer Instruction method allows students to interact in a way that helps each others, contributing to a more effective and interactive learning process. This study aimed to compare the motivation and learning perception from 84 students from the 1st and 3rd grades of high school, enrolled at Colégio Estadual Complexo 07, situaded in the municipality of Planaltina, state of Goiás, submitted to the methods of the Dialogued Exposition Class and the Peer Instruction. In the first stage of the research, the Ecology theme “Man and the environment” was addressed, with the contents of thermal inversion, ozone layer and greenhouse effect, through expository classes. Subsequently, 42 randomly chosen students were invited to answer a questionnaire about the motivation and learning perception. In the second stage, the theme "Man and the environment" with emphasis on the contents: eutrophication, deforestation, fires, garbage, biomagnification and bioaccumulation was approached using the Peer Instruction teaching method, and another 42 students were invited to respond the same questionnaire. For data interpretation, response rates were tabulated and compared using Fisher's Exact test (95%IC). In the results, no significant differences were found in motivation and learning perception, according to the two methods that were applied which encourages us to change our pedagogical practices. As the active method did not have a negative impact, it can be considered that in a certain way the students are open to the possibility of introducing new teaching methods, especially those that promote active learning and facilitate the learning process for students.
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2
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Marianna Carrijo Alves Madureira Valentin
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MOTIVATION AND PERCEPTION OF THE LEARNING OF HIGH SCHOOL STUDENTS AFTER APPROACHING HELMINTHIASIS IN LECTURES AND ACTIVE METHOD PEER INSTRUCTION
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Leader : JOSE EDUARDO BARONEZA
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MEMBRES DE LA BANQUE :
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ANA MARIA LEOPERCIO PONTE
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JOAO PAULO CUNHA DE MENEZES
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JOSE EDUARDO BARONEZA
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SILVIENE FABIANA DE OLIVEIRA
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Data: 20 juil. 2022
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Afficher le Résumé
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The disinterest and lack of motivation of students harm teaching and learning and constitute challenges faced by teachers today. In Brazilian high school, the dialogued lecture method is the most used for teaching Biology, even in the face of many questions about its effectiveness and limitations, since the simple exposition of the contents stimulates the passivity and individuality of the student. In this context, active teaching and learning methods are pointed out as promising strategies for the development of autonomy, proactivity, critical thinking and collaborative work among students. This research aimed to compare the motivation and perception of learning of 108 students from the third grade of high school at Colégio Estadual da Polícia Militar de Goiás Mansões Paraíso, in the city of Aparecida de Goiânia, GO, submitted to the lecture and the active method. of Peer Instruction/IpP. In the first stage of the study, the theme “Helminthiasis – schistosomiasis, taeniasis and cysticercosis” was addressed through a dialogic expository class; in the second stage, the topic “Helminthiasis – ascariasis, hookworm, filariasis and oxyuriasis” was addressed through the active IpP method. All students participated in both stages, but 50% answered the questionnaire on motivation and perception of learning after the lecture and the other 50% answered the same questionnaire after the IpP method. Data were compared using Fisher's Exact test (95% CI). In the results, no significant differences were observed regarding motivation to learn. However, regarding the perception of learning, students felt more secure in the IpP method. We conclude that the application of the IpP method in Biology teaching was not impaired in comparison to the expository method. We believe that the expository method in a dialogic way and the active methods, in particular the IpP, can value the different ways of learning, involving the student in his learning process.
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3
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Antonia Santos da Silva
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MOTIVATION AND PERCEPTION OF THE LEARNING OF HIGH SCHOOL STUDENTS AFTER APPROACHING SEXUALLY TRANSMITTED INFECTIONS THROUGH THE METHODS OF PEER INSTRUCTION AND DIALOGUE EXHIBITION
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Leader : JOSE EDUARDO BARONEZA
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MEMBRES DE LA BANQUE :
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VIRGINIA CLAUDIA CARNEIRO GIRÃO CARMONA
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ANA JULIA LEMOS ALVES PEDREIRA
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JOSE EDUARDO BARONEZA
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SILVIENE FABIANA DE OLIVEIRA
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Data: 22 juil. 2022
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Afficher le Résumé
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Science teaching in brazilian basic education has been taking place with a predominance of theoretical lectures, however, many criticisms have been made to this situation due the lack of practical activities and the characteristics of this teaching method, which encourages the passivity of students and the concepts memorization without the necessary critical reflection, making motivation and scientific literacy more difficult. In Biology teaching, the motivation for knowledge is related to observation, investigation and the ability to critically reflect on nature aspects. Therefore, it is important to rethink the way of teaching, adopting teaching-learning methods that stimulate the development of a critical sense and an investigative spirit. To change this reality, we believe that the adoption of active methods, such as Peer Instruction (IpP), associated with Investigative Teaching, can be a differential that stimulates the motivation to learn, the perception of learning, proactivity and collaborative student work. In this sense, this research aimed to apply the IpP in the teaching of Biology and to compare the motivation and perception of the learning of high school students, after approaching themes related to Sexually Transmitted Diseases, through the methods of the Dialogued Expository Class (DEC) and IP Data were collected from the answers of anonymous questionnaires answered by 94 students from the 3rd grade of high school at Dom Pedro I State School, located in the city of Aparecida de Goiânia, in the state of Goiás, and were compared using the Exact test of Fischer (95% CI). Regarding motivation, it is inferred that the insertion of the IpP impacted the students' point of view about the importance of dialogue for the learning process; in the other variables, we did not identify significant differences. Regarding the perception of learning, we did not find differences between the methods applied. Thus, it was possible to conclude that both the DEC method and the IpP method contributed to the students' perception in the understanding of the contents covered and that motivation was positively impacted after using the IpP method.
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4
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Márcia Caldeira dos Santos Lucas
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"TAIOBA, A NON-CONVENTIONAL FOOD PLANT IN A DIGITAL SCHOOL GAME".
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Leader : MARIA FERNANDA NINCE FERREIRA
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MEMBRES DE LA BANQUE :
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MARIA FERNANDA NINCE FERREIRA
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CLAUDIA PADOVESI FONSECA
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MARIA JULIA MARTINS SILVA
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Flávio França
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Data: 3 août 2022
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Afficher le Résumé
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In the researching for innovative strategies, the research project incorporates the game as an element of didactic potential. The teaching of biodiversity is approached in an expedition to the local culture. It is highlighting and valuing ethnobiological aspects such as the name of the city Taiobeiras. It is a proposal for investigative media on biodiversity, cultivation, and consumption of non-conventional food plants - PANC, with an initial focus on the taioba Xanthosoma sagittifolium (L) Schotte.In an investigative methodological practice that values the local knowledge, students find in the game paths to build knowledge that starts with scientific illustration, actively, and culminates in the proposed challenges inside the final product: a two-dimensional – 2D digital game, here called TAIOPANC Expedition with interaction and cooperation. It demarcates species already forgotten, but of common incidence and encourage their recovery. The results validate the importance of the research itself as a valorization of local knowledge and the possibility of using educational games more aligned to commercial versions. As the game can be adapted to other contexts, it opens a range of possibilities for teaching Biodiversity and new approaches in Natural Sciences.
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5
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Sandiê Silva Tolentino Mendes
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THE USE OF INFORMATION TEACHNOLOGIES IN THE PROCESS OF TEACHING BOTANY:THE LARGE PLANT GROUPS.
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Leader : CRISTIANE RODRIGUES MENEZES RUSSO
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MEMBRES DE LA BANQUE :
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CRISTIANE RODRIGUES MENEZES RUSSO
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CONSUELO MEDEIROS RODRIGUES DE LIMA
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SUELI MARIA GOMES
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LUIS ALEXANDRE LEMOS COSTA
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Data: 4 août 2022
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Afficher le Résumé
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The worry with the lack of interest, theoretical and usntinting classes related to the teaching of botany, in Brazil, and the need for possible improvements to education bring to light the search for thinking about different strategies and pedagogical alternatives that plants in order to overcome these difficulties. In front of this, with the aim of helping students in the teaching- learning process, this research has had the objective of producing, to apply and to investigate the contributions of an investigative didactic sequence through digital information technologies like about the large plant groups:( Gymnosperms and Angiosperms) having as a scenery the cerrado biome in biology subject, with high school students from Polivalente Teacher Antuza school, in Campos Belos city in the state of Goiás. The exam has been in seven classes at school, in the classroom and in the computer lab. All activities can be passed in any school, specially full-time schools. The data obtained were analyzed in the qualitative aspect an exploratory through a diagnostic and evaluative questionnaire, participation in field class, discussion in seminars, raising hypotheses for problem situations and participation in education virtual games. The results presented showed that the use of TDICs in application of SDI contributed to increase the interest and motivation in the teaching-learning process of botanical knowledge for the students of the second grade of Polivalente school. It was noticed that the students were excited and engaged effectively in all stages of the application. The participant´s report confirmed the importance of offering classes with active methodologies that provide them with a leading role in the teaching-learning process. So, the methodology has been effective for teachers to provide differentiated activities, from an interactively and creatively form, for building botanical knowledge, in order to motivate the conservation of plants and the appreciation of the cerrado biome.
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6
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Marcos Borzuk da Fonseca Junior
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VIRTUAL BIOLOGICAL SCIENCES CLUB: IMPLEMENTATION AND IMPORTANCE IN BIOLOGY TEACHING.
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Leader : MARIA FERNANDA NINCE FERREIRA
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MEMBRES DE LA BANQUE :
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GLAUSON FRANCISCO CHAVES NOGUEIRA
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MARCOS ANTONIO DOS SANTOS SILVA FERRAZ
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MARIA FERNANDA NINCE FERREIRA
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MARIA JULIA MARTINS SILVA
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Data: 9 août 2022
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Afficher le Résumé
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Science Clubs can be spaces for exchanging experiences and sharing technologies and experiences. The Virtual Biological Sciences Club (CCBV) is a non-formal education space where there is encouragement to build a critical mindset on issues involving the study and learning of biology by students. Its implementation is justified as it results in a CCBV that is a space for discussions on various topics, participation in events and important in reducing the learning deficit that was accentuated in students during the COVID-19 pandemic. In inquiry-based teaching, the student must be the developer of his own learning. To achieve this learning, the objective of this research was to analyze from the implementation to the importance of CCBV in a high school in the Distrito Federal and how it could influence student learning. The research data collection was based on the use of google platform tools, such as google forms, google meet, virtual classroom (google classroom) and a traditional questionnaire. Research data were qualitatively and quantitatively examined using Bloom's Taxonomy cognitive domain as a basis. Among the important conclusions, the CCBV showed importance in the teaching and learning of biology and the participation in the regional stage of the science circuit of public schools was motivating for learning through the investigation provided by the submission of the CCBV to this stage.
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7
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Neide Cândida de Oliveira Santos Pessoa
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THE CONSTRUCTION OF INVESTIGATIVE METHODOLOGY TO HELP HIGH SCHOOL TEACHERS ON THE THEME OF PRESERVATION AND CONSERVATION OF SPRINGS AND RIPAIR FORESTS
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Leader : MARIA FERNANDA NINCE FERREIRA
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MEMBRES DE LA BANQUE :
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AGDA RABELO CENTOFANTE
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ILDINETE SILVA PEREIRA
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MARIA FERNANDA NINCE FERREIRA
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MARIA JULIA MARTINS SILVA
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Data: 12 août 2022
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This project aimed to develop an Investigative Didactic Sequence - SDI, contextualized, to serve teachers and high school students in the discipline of biology, to encourage investigative teaching in this curricular component with the use of this product. The study was developed at Colégio Estadual Getúlio Vargas, in the city of Jaupaci in the state of Goiás. Thus, based on the experience at school of teachers and students and the contextualization of the environment theme, we propose and build an SDI with the theme; “The construction of an investigative methodology to help high school teachers on the subject of preservation and conservation of the environment”, planned with a sequence of six classes that will help in the process of teaching and learning biology in high school. The sequence created has as programmatic content the Water Cycle, Dynamic Ecological Interactions of Communities, Biogeochemical Cycles, Water Resources. The project meets the teachers' desire to create teaching strategies that make the learning of biology more meaningful for the student, working on real problem-solving issues for the student to promote investigation, data collection and tabulation, discussions, formulation of actions, student protagonism, scientific knowledge, autonomy and decision-making for their wellbeing and the environment in which they live, being an agent of transformation.
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8
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Samir Alves Fattah
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SUSTAINABLE USE OF KITCHEN OIL IN BIOLOGY TEACHING
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Leader : MARIA JULIA MARTINS SILVA
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MEMBRES DE LA BANQUE :
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CAROLINA TAVARES DA SILVA BERNARDO
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CLAUDIA PADOVESI FONSECA
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MARIA FERNANDA NINCE FERREIRA
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MARIA JULIA MARTINS SILVA
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Data: 19 août 2022
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This work came in search of solutions to the problem of incorrect disposal of cooking oil waste. A problem that brings several impacts to the environment, especially to water resources. As it is a topic present in everyday life, it was developed in Biology teaching to promote meaningful learning, with autonomy and critical sense, through investigative practices aimed at decision-making based on research and scientific knowledge. The work was developed in High School, with the application of an Investigative Didactic Sequence for students of the 1st, 2nd and 3rd grades of High School at Colégio Estadual Antônia Chaves das Dores, located in the city of Novo Gama, Goiás. The students participated in the collection of oil residue,in the collection of data focusedon thetheme through research guided by the teacher. They shared information obtained during research, lectures and workshops aimed at the damage caused by the incorrect disposal of oil in the environment and the ways to recycle it, among them, the production of soap in practice. The results were collected through questionnaires and analyzed by statistical tests aimed at learning the contents covered in the development and application of the Investigative Didactic Sequence
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9
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Regina Braga Silva
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Analysis of Ecology content in textbooks in Biology teaching PNLD 2018: The use of the Theory of Multiple Intelligences and approach on Aquatic Ecosystems
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Leader : JOAO PAULO CUNHA DE MENEZES
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MEMBRES DE LA BANQUE :
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ANA JULIA LEMOS ALVES PEDREIRA
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CRISTIANE RODRIGUES MENEZES RUSSO
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ERNESTO DE OLIVEIRA CANEDO JÚNIOR
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JOAO PAULO CUNHA DE MENEZES
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Data: 23 août 2022
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Afficher le Résumé
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The teaching of Biology presents challenges in relation to the approach of the contents so that they do not just become memorized and repeated. The use of investigative activities allows studentsto perceive content in a contextualized and integrated way into their daily lives, thus being able to act critically. Within this context, the main objective of this research was to verify whether the Biology textbooks of the PNLD 2018 used Howard Gardner's Theory of Multiple Intelligences, especially Naturalist Intelligence, to diversify the approach to content and activities; showing after analysis that the predominant intelligence is verbal/linguistic intelligence. After the analysis, a pedagogical guide was produced with suggestions for investigative activities and using the Theory of Multiple Intelligences as a pedagogical subsidy. With the implementation of the New High School in 2022, the pedagogical guide is a suggestion for a Guided Elective, according to the Curriculum in Motion of the New High School.
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10
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Neysson Alvim Campos
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FROM CERRADO TO THE BOTANY KNOWLEDGE THROUGH ICT
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Leader : SUELI MARIA GOMES
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MEMBRES DE LA BANQUE :
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ANA JULIA LEMOS ALVES PEDREIRA
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ANDRÉA PEREIRA SILVEIRA
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SUELI MARIA GOMES
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Silvia Dias da Costa Fernandes
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Data: 25 août 2022
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Afficher le Résumé
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Botany teaching has been pointed out as discouraging and unattractive to students and this has contributed to the botanical blindness reported in the literature. Young people live in a technological world that has not reached the school. In this context, the present work aimed to develop and apply an investigative didactic sequence (IDS) on the angiosperm morphology and apply information and communication technologies (ICT) as learning facilitators. Diagnostic questionnaires were answered by students and teachers from two public schools; their answers were analyzed and presented in graphs. Most students showed interest in the study of Botany (59.1% and 71.4%); on the other hand, teachers indicated having little affinity and more difficulty on teaching this content than other subjects. Unpublished teaching resources were developed and applied, first with the IDS “A plant to call my own!”, which began with a video on the development, flowering and fruiting of the cucumber, followed by questioning and raising hypotheses. Then the students photographed landscapes and plants and commented on them, they “adopted” a native Cerrado plant provided by the teacher and planted them at home and photographed. The IDS ended with a class in which the teacher used the images produced by the students. Student engagement in IDS was high (80% and 88%), being spontaneous, voluntary and without the coercion of grades. Didactic resources of Hot Potatoes type were produced, applied in the classes and evaluated by the students. From these resources, students had access to unpublished texts, descriptions of plants and the structures that constitute them, and popular and scientific names. The species chosen were mainly native to the Cerrado, valuing this important Brazilian biome. The five authorial didactic products were answered in the internet browsers, being corrected automatically, with the opportunity for the student to correct any errors. About 90 students participated in ICT, in general with a performance above 75% of correct answers among the five activities and many students reached 100% of correct answers. Most students evaluated the Hot Potatoes activities positively, with emphasis on the JQuiz “How are the organs of a plant?”, considered good or excellent by 80% of the students. This free software proved to be versatile and very useful in Botany teaching. Both the IDS and the Hot Potatoes activities provided student protagonism and stimulated student autonomy and active student participation in the construction of the knowledge.
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11
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Leonardo Carlos de Oliveira Pinto
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USE OF GAMES ON BENTHONIC MACROINVERTEBRATES AS WATER QUALITY BIOINDICATORS IN BIOLOGY TEACHING.
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Leader : MARIA JULIA MARTINS SILVA
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MEMBRES DE LA BANQUE :
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MARCOS ANTONIO DOS SANTOS SILVA FERRAZ
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MARIA FERNANDA NINCE FERREIRA
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MARIA JULIA MARTINS SILVA
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NURIT RACHEL BENSUSAN
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Data: 26 août 2022
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Afficher le Résumé
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Scientific knowledge is being popularized in contemporary society as a result of technological and scientific development obtained in recent decades. With the incorporation of this knowledge into social daily life, the need to know and understand academic concepts and use them in problem solving arises. To perform this important function, investigative teaching in Biology requires pedagogical practices that arouse the interest, curiosity, participation, and autonomy of students, in a pleasant way and that are contextualized with their experiences. Students are faced with several problem situations involving, directly or indirectly, natural resources and most of the time they do not arouse interest in proposing and executing possible solutions. This theme is highly complex and is generally addressed by schools through traditional teaching practices that do not encourage student participation. Faced with the need to diversify teaching strategies in Biology, the project aimed to producepedagogical games and apply them as a subsidy for the perception of students' learning about benthic macroinvertebrates as bioindicators of water quality. It was developed with 28 studentsfrom the third grade of high school at the Osório Raimundo de Lima Full-Time Teaching Center, located in the city of Iporá - GO. Its methodological practice consists of bibliographic research, production and use of pedagogical games and data collection through the application of a questionnaire. As a final result, concrete didactic materials were developed in the form of games, with different rules and design, as a result of the use of active methodologies, the didactic sequence and consequently acquisition of the expected objectives.
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12
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Gustavo Xavier Diniz
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ENVIRONMENTAL PERCEPTION REGARDING WATER QUALITY: PROPOSAL OF DIDACTIC SEQUENCE IN ECOLOGY TEACHING
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Leader : CLAUDIA PADOVESI FONSECA
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MEMBRES DE LA BANQUE :
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ADRIANI HASS
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CARMEN REGINA MENDES DE ARAUJO CORREIA
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CLAUDIA PADOVESI FONSECA
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MARIA JULIA MARTINS SILVA
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Data: 26 août 2022
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Afficher le Résumé
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One of the ways to make scientific literacy viable, proposed by the National Common Curriculum Base in Brazil, is through the teaching-by-investigative approach. This approach articulates the axes of scientific literacy, places students in the position of protagonists of their learning and subsidizes, in a complementary way, the dynamics of the teacher's classroom, making him a mediator of the teaching-learning process. This work aimed to propose a pedagogical support material for high school biology teachers with a didactic sequence of an investigative approach regarding the environmental perception regarding water quality. For this, the SD was elaborated, applied and evaluated in a group of students of the 1st grade of sequential high school at Centro Educacional Incra 9, Ceilândia, Distrito Federal. The SD was organized using the model of the three pedagogical moments that adopts the Freirean concept of education in the formal space of the classroom. Data collection took place qualitatively through questionnaires, notes, reflections in a field diary and students' writing. The didactic strategies used in the DS with an investigative approach allowed a greater involvement and participation of students in the classes, when reflected with the previous classes of the discipline with a more traditional approach. It was possible to verify that the students initially perceived the environment in a partial way and with the development of the proposal this perception proved to be more effective and complete. As a result, a pedagogical didactic product was created in the form of an orientation manual for other biology teachers to use as a support tool. It is hoped that the didactic sequence will enable students to position themselves in a critical, investigative and citizen-oriented manner in the face of environmental and water resource problems in their regions.
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13
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Idelma Lopes da Costa
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AFRICAN GIANT INVADER MOLLUSK (ACHATINA FULICA BOWDICH, 1822): A PROPOSAL FOR RESEARCH DIDACTIC SEQUENCE IN BIOLOGY TEACHING
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Leader : MARIA JULIA MARTINS SILVA
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MEMBRES DE LA BANQUE :
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SONIA BARBOSA DOS SANTOS
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CLAUDIA PADOVESI FONSECA
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MARIA FERNANDA NINCE FERREIRA
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MARIA JULIA MARTINS SILVA
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Data: 29 août 2022
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Afficher le Résumé
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Currentand relevant topics in the student'sdaily life,when incorporatedinto the discussions in the classroom, usuallyinvolvethestudentin the pedagogical process, facilitating teaching practice andthe acquisition of knowledge.Investigative teaching,a didactic approach based on questioning, problem solving and communication using the processes of scientific investigation, fulfills the role of making teaching a successful practice. Supported by the need to use effective strategies in Biology Teaching, the main objective of this project was to create a didactic sequence to address topics such as Molluscs and Bioinvasion in the discipline ofBiology,using a live model, the giantAfrican snail (Achatina fulica). The project, developed according to the pillars of qualitative research methodology, was developed with high school students from ColégioEstadual Tancredo de AlmeidaNeves in Goiânia(GO). ”. In order to meet the proposed objectives, the didactic sequence was composed of the following steps: interpretation and understanding of journalistic texts, field class on the school premises, construction of a terrarium for insertion and observation of the snail, informative infographic and evaluation of the knowledge acquired through of questionnaire. The interpretations, impressions, points of view, questionnaires, oral and written records, allowed us to understand the students' perceptions, during and after the didactic sequence. Regarding the use of live biological models for the acquisition of concepts, this sequence proved to be perfectly possible and simple to perform in any other school environment, without the need for expenses with the acquisition of materials or specific structures. The classes with live biological models gave a more stimulatingcharacterto the biology classes. Throughout the course of the classes, it was observed that the students were involved in the process, becoming the true protagonists in the construction of knowledge.
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14
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Jacqueline Dantas Torres da Rocha
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SCIENTIFIC ILLUSTRATION AS A TOOL FOR LEARNING HUMAN ANATOMY AND PHYSIOLOGY ASSOCIATED WITH MIND MAPS AND GAMES
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Leader : MARCOS ANTONIO DOS SANTOS SILVA FERRAZ
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MEMBRES DE LA BANQUE :
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CRISTIANE RODRIGUES MENEZES RUSSO
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MARCOS ANTONIO DOS SANTOS SILVA FERRAZ
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TULIO CESAR FERREIRA
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VERONICA DE BARROS SLOBODIAN MOTTA
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Data: 29 août 2022
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Afficher le Résumé
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Biology is a natural science that has Scientific Illustration as a connecting link with Arts that leads to a visual representation of scientific knowledge. Formal education needs illustrative practices mainly because images play an important role in the retention of the content taught and in supporting the teaching and learning process. In this scenery, it was aimed to show the importance of developing activities inside human physiology and anatomy with the use of Scientific Illustration in the production of an illustrative card game set and the production of mental maps, aiming to impact positively at the students’ skill development, such as concentration, detailed observation, and improved perception, making the study more meaningful, pleasurable and motivator in everyday school. The use of Scientific Illustration as a didactic resource when teaching human anatomy and physiology contents adds much more purpose to the learning process and to the knowledge-making which can lead to a reflection act.
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15
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Marina de Oliveira Silva Herwig
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FACILITATING TOOLS FOR THE TEACHING OF BIOLOGY IN THE EDUCATION OF YOUTH AND ADULTS IN DEA.
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Leader : ALICE MELO RIBEIRO
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MEMBRES DE LA BANQUE :
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ALICE MELO RIBEIRO
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FERNANDO FORTES DE VALENCIA
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GILBERTO PAULINO DE ARAUJO
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SILVIENE FABIANA DE OLIVEIRA
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Data: 29 août 2022
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Afficher le Résumé
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Youth and Adult Education is a teaching modality that was created with the intention of reducing or alleviating the social and educational inequalities generated over years of neglect with young people over 18 and adults. Distance Education, in turn, presents itself as an option, since the creation of Rádio Nacional in the 1920s, for people who, for different reasons, are unable to complete their studies in the normal period of regular education. The teaching of Biology, whether in any modality, must awaken curiosity, scientific thinking and autonomy in the construction of their knowledge. Observing EJA - High School students, they have difficulties generated over years of lag in studies and, therefore, the teaching of Biology from an investigative perspective, in turn, is more challenging for teachers and students. The proposal, in this study, was to propose the use of digital tools from a survey and application of these by the EJA students in Biology classes and, from this research, the development of an e-book with suggestions for tools for teachers and students to work on Biology content in an investigative way in EJA-High School or in other modalities, taking into account, in due course, the situation of education in remote, hybrid teaching mode or even distance learning for EJA - High school.
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16
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Cândida Ivi Marcovich de Araujo
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THE INFLUENCE OF DIGITAL GAME ON INVESTIGATIVE APPROACH TO THE TEACHING OF BIOLOGY IN REMOTE HIGH SCHOOL
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Leader : ALICE MELO RIBEIRO
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MEMBRES DE LA BANQUE :
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ALICE MELO RIBEIRO
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GILBERTO PAULINO DE ARAUJO
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MARCOS ANTONIO DOS SANTOS SILVA FERRAZ
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SILVIENE FABIANA DE OLIVEIRA
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Data: 30 août 2022
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This study intends to analyze how the Design-Based Research methodology can contribute to the Biology teaching-learning process of high school students from a Public Education Institution, in the Federal District. The problematizing question is how to maintain the interest and engagement of students, so the objective is to analyze how the methodology can contribute to the teaching of Biology through the creation and application of digital games about viruses and fungi using an investigative approach. The games were divided into three phases and the differential was an explanatory feedback for each alternative of each question, where the student assimilates the subject in a playful way in a manner that is very close to their reality. The games were presented in Google forms format. The results of the two applications were similar and the games seem to have positively influenced the students, the explanatory feedback was pointed out as the main tool to improve understanding and, in general, the students found it fun and motivating. Through the data obtained in this research, it is possible to recognize that the students achieved greater motivation in carrying out activities related to the content of viruses and fungi, as it is in a game format. The relevance of this study identify, as the methodological approach fits perfectly in the New High School, being able to compose the Training Itineraries, Elective Subjects and activities based on active methodologies, facilitating the engagement and protagonism of students in the teaching of Biology.
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17
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Ailla de Oliveira Motta
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Research and proposal of human genetics teaching resource for high school
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Leader : MARIA DE NAZARE KLAUTAU GUIMARAES
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MEMBRES DE LA BANQUE :
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MARIA DE NAZARE KLAUTAU GUIMARAES
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ILDINETE SILVA PEREIRA
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SILENE DE PAULINO LOZZI
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SUSANA SUELY RODRIGUES MILHOMEM PAIXÃO
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Data: 30 août 2022
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Human Genetics is an area that arouses the interest of students and brings scientific knowledge closer to the everyday reality of the society. However, the literature in the area points out that the teaching of Human Genetics presents many difficulties and inadequacies, mainly in the examples discussed in textbooks, as well as difficulties in the didactic transposition by the teachers’ parts.The objectives of this work were to carry out a survey, selection and analysis of didactic materials that address Human Genetics, published in the magazine Genetics at school and to propose a didactic resource that allows integrating the teaching of Human Genetics in an interactive, dynamic and contextualized way. The results found allowed the elaboration of an overview based on the analysis of 84 articles, from 2015 to 2022. The following data were systematized: title, edition, journal section, institution, author and category in which each article is inserted . The journal sections with the highest number of publications were Um gene e material didático, with 21 publications in each section. The institution with the highest number of publications was the University of São Paulo (27%). Most (48%) of the articles present graduate students as first authors. Regarding the content, the articles were divided into six categories based on the analysis of the title and abstract, namely: New knowledge, Monogenic Inheritance, New Tool for Teaching, Genetics and Society, Uniparental Inheritance and Multifactorial Inheritance. The categories New Tool for Teaching and Genetics and Society represent 45% of publications, which reflects a change in methodologies and pedagogical approaches proposed for teaching and consolidating Human Genetics learning in Basic Education. From the general panorama, a selection of 10 articles was carried out, which could compose a new didactic resource for the teaching of the subject. The articles were read in their entirety and analyzed as to their adequacy to the objectives, competencies and skills contained in the National Common Curriculum Base and the Moving Curriculum of the New High School. Based on the adequacy of the articles to the Brazilian Basic Education guidelines, the game Family without Memory - Investigating the Kinship Relationship was developed based on the approach of Teaching by Investigation. The game Family without Memory - Investigating the Relationship of Kinship, as a didactic resource, allows to integrate the knowledge of different phenotypic characteristics that must be analyzed and interpreted to solve the game. The game is organized in stages, which allows the teacher to apply different strategies throughout the process, allowing participatory learning led by students.
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18
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Andreia Rezende Camargos
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Preparation of a Practical Guide for Projects in line with the Regulations of the Science Circuito of Public Schools in the Federal District.
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Leader : ALICE MELO RIBEIRO
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MEMBRES DE LA BANQUE :
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ROGÉRIO FERNANDES DE SOUZA
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ALICE MELO RIBEIRO
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CHRISTIANO DEL CANTONI GATI
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SILVIENE FABIANA DE OLIVEIRA
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Data: 31 août 2022
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In this study, satisfactory answers are sought and explored to the question undertaken and analyzed herein. The applied procedure uses the most diverse of instruments to achieve an objective with greater effectiveness. The researcher, in striving for the ideal results should stipulate the ideal instrument. The act of researching forces the researcher to confront unexpected problems and find solutions as to how to solve these as they arise, as well as giving the individual researcher time to delve into a subject and teach others what they have learned. In the school environment, research becomes essential, but the students are encountered as lacking motivation, without interest, where they find no pleasure in discovery or in producing and disseminating knowledge. In an attempt to contribute through stimulus that lead to the enhancement of the school framework, this study proposes the elaboration of a Practical Project Guide, which will assist high school students in the construction of projects at school. In addition to containing basic information for the initiation of scientific research, the guide will also encourage students to problematize, implement actions, investigate, act and reflect in order that they build, through their endeavors, new knowledge. In the pursuance of creating the guide, a survey questionnaire will be applied concerning previous experience the students have had with the Science Fair. The information collected through the application of this instrument will be used to elaborate the Practical Project Guide.
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19
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Eliane Cristina dos Anjos
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ACTIVE METHODOLOGIES: DIDATIC SEQUENCE AS A PEDAGOGIC ALTERNATIVE TO THE TEACHING OF BOTANY
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Leader : CRISTIANE RODRIGUES MENEZES RUSSO
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MEMBRES DE LA BANQUE :
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CONSUELO MEDEIROS RODRIGUES DE LIMA
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CRISTIANE RODRIGUES MENEZES RUSSO
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SARAH CHRISTINA CALDAS OLIVEIRA
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THALITA QUATROCCHIO LIPORINI
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Data: 31 août 2022
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The botany field of study has shown to be in need of teaching methodologies that draw attention, not only from the students, but also from teachers. This is due to a problematic that desolate this field, named: botanical blindness. One of the characteristhics of botanical blindness is the human inability to recognize the importance of plants in the biosphere and in our daily life, as well as its aesthetical and biological aspects and also as living beings. With the intention to minimize this deadlock, an e-book has been created with an Investigative Didactic Sequence (IDS) composed of active methodologies like pedagogic alternatives to the teaching of botany, prioritazing the students protagonism. For the selection of the botany theme, a diagnostic searching quiz has been aplied to biology teachers from the Unaí-MG city state schools, wich were mapped to facilitate the contact with the participants. The main problematizing question of the quiz was: “Wich of the botany subjects is the one that teachers have the most trouble in teaching?”. As a result, the Vegetable Phisiology was obtained. On this theme, based on bibliographic researchs, the tropism and nastism approach was preferred. In front of the results obtained from the quiz, was made the e-book with the IDS composed of active methodologies like reflections, debates, peer researches, field classes, ilustrative drawings, expositions and selfauthorship games. Between the activities proposed, by the field of study, the contact of the student directly with nature, and by the games, the contact with the Digital Technologies of Information and Communication (DTIC) were guaranteed, approaching and stimulating them to the discipline of Botany with their everyday life digital reality, without losing a straight link with the environment. The teachers that participated in the diagnostic quiz received the link to the e-book for evaluation by the evaluating quiz, so that it was readjusted according to suggestions appointed by the participant teachers. From the 22 (twenty-two) participants of the diagnostic research, 20 (twenty) accepted receiving the link to the product for evaluation, although 11 (eleven) did the return of the evaluative quiz, totalizing 55%. Even with the reduction of the participants, the research was not damaged, because the answers were kept constant. The discursive answers were analised and compilated in categories and subcategories with the aim to evaluate the contentist, methodological, and aestethical e-book aspects, cooperating with the confection of a educational product of quality. One of the challenging matters to the execution of the proposal may be the low number of devices with internet access for executing the games. To minimize this question, was suggested that this activity must be done in groups. The purpose of the IDS was to instigate and to enrich the Botany classes and assist these teachers on mitigating the vicious cycle of botanical blindness, culurally established on them and on their students. According to the analysis of the results, it is believed that the goals of the research were met. In addition to colaborating with the teachers, it is expected that this research may contribute with other scientifical researches with analogous purpouses.
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20
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RENATA TURBAY FREIRIA
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Teachers' perceptions and curriculum guidelines for Evolution Teaching in the public school of the Federal District
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Leader : NILDA MARIA DINIZ
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MEMBRES DE LA BANQUE :
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NILDA MARIA DINIZ
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ILDINETE SILVA PEREIRA
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SILENE DE PAULINO LOZZI
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MAURA HELENA MANFRIN
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Data: 9 sept. 2022
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The Evolutionary Biology is known as a central theme at scientific researches for understanding life, which is reflected also on the science qualification in Secondary Education, taking in consideration the guiding documents of the curriculum.This central position, however, is not reflected at the actual practice of Evolution Education, being frequent the difficulties e obstacles lived by teachers when teaching the theme in the classrooms. This research sought to identify the profile of 28 participants, all teachers of biology in the public system of Federal District (DF), looking for their misconceptions and experiences in the education of Evolutionary Biology (EB).For that, based on an analysis both quantitative and qualitative and using “Análise Textual Discursiva” (ATD), adapted to the social distancing due to the pandemic, the answers collected from the participants were analyzed through an online survey.The scenario where the procedures of education and learning in EB are built for the group has its difficulties, which are very similar to the ones raised on the theoretical background: with conceptions rooted in the Synthetic Theory of Evoltion, which do not consider aspects more recent of the evolutionary research and frequently exclude themes like ecology and health in the EB based approaches.The habit of restricting the approach endure also in the end of high school, in an isolated way, and, frequently, dependent of genetic matters.It was also verified potentials and difficulties involving the new structure of high school from the curriculum (BNCC) for the work with the theme, as well as the conflict with misconceptions, religious beliefs and conceptual difficulties on the part of the students.The data were used to substantiate material proposals for the continued formation of public teachers, capacitating them to face the problems
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21
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Fernanda de Jesus da Silva
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"BIOLOGICAL EVOLUTION FROM THE PERSPECTIVE OF STUDENTS FROM THE FEDERAL DISTRICT PUBLIC TEACHING".
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Leader : NILDA MARIA DINIZ
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MEMBRES DE LA BANQUE :
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NILDA MARIA DINIZ
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ALICE MELO RIBEIRO
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SILVIENE FABIANA DE OLIVEIRA
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MARIA RISOLETA FREIRE MARQUES
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Data: 7 oct. 2022
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Scientific knowledge must be part of the school life of the students at the High School, so that the chances of students being able to understand the world in which they are inserted. Knowledge about Biological Evolution is part of this context, although the teaching of this subject presents difficulties that go from the practical teacher and the quality of teaching material to students' misconceptions. The objectives of this work were to identify the level of knowledge and understanding of the students (profile) of the Public High School Network of Federal District about the process of Biological Evolution, identify the materials used by teachers and students in their classes, and the creation of a didactic e-book with an approach to teaching by Investigation for the Biological Evolution. The research was based on data collection using a questionnaire semi-structured, applied remotely to public high school students from the Federal District. Data were analyzed qualitatively by Textual Analysis Discursive and quantitatively by analyzing proportions of objective answers to questions. The qualitative analysis was based on three subjective questions present in the questionnaire, on five questionnaires chosen randomly by electronic lottery. The analysis of the discursive questions reinforced the initial hypothesis that there is a gap in the knowledge of the students about Biological Evolution, being common the confusion of the process evolutionary process with a process of gradual improvement (progress), directed that allows individuals adapt to changes in the environment. Plagiarism of some of the answers received also indicate insecurity of students with the theme. was also pointed students' preference for the use of digital and media materials, although it is still frequent use of textbooks. On the other hand, the participants perceive the prevalence of use of the board by the teacher. The analyzes and conclusions about the research data were based on the elaboration of a pedagogical product that is a digital book, guiding the process of teaching and learning about Evolution from the perspective of teaching by inquiry
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22
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Gilberto Lima Araujo
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TEACHING BASIC CONCEPTS OF GENETICS: A COMPARISON BETWEEN ACTIVE METHODOLOGY BASED ON INVESTIGATIVE EDUCATION USING AUGMENTED REALITY AND TRADITIONAL EXPOSITIVE METHODOLOGY
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Leader : SILVIENE FABIANA DE OLIVEIRA
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MEMBRES DE LA BANQUE :
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SILVIENE FABIANA DE OLIVEIRA
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ILDINETE SILVA PEREIRA
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NILDA MARIA DINIZ
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MAURA HELENA MANFRIN
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Data: 31 oct. 2022
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The teaching of biology is important for the construction of a critical subject with the potential to understand one another, others, and the environment in which they live. Throughout the history of education, problems related to the teaching-learning process were observed, however, with the advent of technology, especially in the current moment of discovery and familiarization of these novel resources, we envision a new challenge. Therefore, the investigative methodology is proposed as an alternative that demonstrates concrete results, since the role of protagonist of the construction of knowledge comes out of the figure of the teacher and turns to the student, where through experimentation of his own hypotheses and theses, in addition to the use of pedagogical tools, the student provides his own teaching and learning. In this work, an investigative didactic sequence was developed using multimedia resources combined with practical classes to maximize students' interest and motivation for genetic content and improve the understanding of abstract concepts intrinsic to genetics. To evaluate whether this sequence presented a satisfactory result in increasing enthusiasm, understanding and, with this, scientific learning, it was applied to a group of Senior high school students (Delfino State College Oclécio Machado - CEDOM, Luziânia - GO) and the results compared with a control group, who worked the same content using traditional methodology. In addition, we sought the possibility of measuring and comparing learning with active methodologies and their application in selective and objective external evaluations. The results of the evaluation of motivation and perception of learning, conducted through questionnaires answered by the students themselves individually, showed that the students were motivated equally and positively during the application of the two methodologies. However, the participants of the sequence with active methodology presented better performance in relation to the number of correct answers of objective content evaluations compared to those of the expositive methodology. The analysis of the behavior of correct and wrong in relation to the descriptors and distractors indicated a possible greater understanding of the contents by the students exposed to the active methodology. In conclusion, the active didactic sequence developed here proved motivating and generated a higher learning than the traditional methodology considering the application of knowledge in contests with objective questions.
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23
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Gleydson Barros Ferreira
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A didactic sequence proposal for biology about dengue based on the Three Pedagogical Moments (3MP)
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Leader : VERONICA DE BARROS SLOBODIAN MOTTA
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MEMBRES DE LA BANQUE :
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VERONICA DE BARROS SLOBODIAN MOTTA
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ALICE MELO RIBEIRO
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NILDA MARIA DINIZ
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LUIZ ANTONIO WANDERLEY PEIXOTO
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Data: 20 déc. 2022
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Dengue is a viral disease transmitted by mosquitoes from the genus Aedes, which are proliferous in the urban environment, in clean and steady water. This disease spreads due several factors, such as the urban expansion and the lack of public services, mainly health services. Given this scenario, educating the students on health issues can benefit the population affected by this disease, focusing in the elimination of the vector and thus the disease per se. This work presents a didactic sequence to enlighten the students on aspects related to dengue epidemic, mainly in border regions of urban expansion. The objective is to develop in the students a critical view regarding the topic, identifying the situations that result in the current uncontrolled dengue situation. This didactic sequence uses the Three Pedagogical Moments methodology, allowing observation, thinking and dialogue among students regarding the environmental and social issues of their community, and the causes for dengue epidemic. In order to do so, the didactic sequence uses image analyses, field trips and experimentation of substances used as larvicides for dengue. The students will be evaluated continuously during the activities, and at the end through the production of a video, in which they will expose and discuss the educational gains during the sequence. This didactic sequence can be executed during an elective class of the formative itinerary of the New Middle School, in the Federal District of Brazil. The sequence aims to contextualize the school role in bringing awareness to the local community regarding the dengue, turning the students into natural health agents.
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24
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Taíssa Mayumi Abe Gondim Lopes
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MANUAL FOR ADAPTATION OF SCIENTIFIC ARTICLES IN ENGLISH: A TOOL FOR THE PROMOTION OF UPDATED SCIENTIFIC EDUCATION IN HIGH SCHOOL
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Leader : ELIDA GERALDA CAMPOS
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MEMBRES DE LA BANQUE :
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ELIDA GERALDA CAMPOS
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NILDA MARIA DINIZ
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SAMUEL MOLINA SCHNORR
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ADLEY BERGSON GONÇALVES DE ABREU
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Data: 22 déc. 2022
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Scientific articles (Primary Scientific Literature) in English are the main form of scientific communication between researchers. These texts can make scientific education viable when presented to high school students as an example of an authentic practice of science. The complexity of the language, however, makes it difficult to use these texts in their original form. Thus, to enable the introduction of this material in the context of Biology teaching, the aim of this work is to use the adapted primary literature to make courseware that is consistent with the student’s knowledge. This project aimed to make an instruction manual with the description of the parts of a scientific article and the adaptation process. Three examples of adapted articles were included in the manual and 12 Biology teachers who are part of the PROFBIO master's program assessed this didactic instrument in terms of clarity, objectivity and understanding. For them, the manual was well-organized, with clear-cut language and adequate use of images, the adaptation process was also considered clear-cut and detailed, and the adapted articles were relevant in content and in use of images. The participants stated that they would use the manual frequently, but that the lack of time to adapt could make the process difficult. Another problem detected would be the size of the adapted article, which resulted from the preservation of the Results section with minimal changes. Hence, a condensed version of the adapted article was proposed which would reduce the size of the text but would lose part of its linguistic characteristics. The results presented here indicate that the use of adapted primary literature can promote high-quality scientific education.
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