Banca de DEFESA: Tatiane Araújo Aquino

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Tatiane Araújo Aquino
DATE: 18/07/2022
TIME: 10:00
LOCAL: Videoconferência
TITLE:

MOTIVATION AND THE LEARNING PERCEPTION FROM HIGH SCHOOL STUDENTS APPROACHING ON ECOLOGY THEMES USING THE ACTIVE PEER INSTRUCTION METHOD

KEY WORDS:

Biology; Ecology; Peer Instruction; Active Method.

PAGES: 100
BIG AREA: Ciências Biológicas
AREA: Biologia Geral
SUMMARY:

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.

BANKING MEMBERS:
Externa à Instituição - SHIRLEI OCTACILIO SILVA - UFTM
Interna - 1321961 - CRISTIANE RODRIGUES MENEZES RUSSO
Presidente - 2733012 - JOSE EDUARDO BARONEZA
Interna - 1153038 - SILVIENE FABIANA DE OLIVEIRA