Ensino de Biologia em rede (PROFBIO) - Mestrado Profissional
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Programa de Pós-Graduação em Ensino de Biologia em Rede Nacional
Centro: CEUNES
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URL do programa: http://biologia.saomateus.ufes.br/
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Navegando Ensino de Biologia em rede (PROFBIO) - Mestrado Profissional por Assunto "Active methodologies"
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- ItemA ecologia por meio de um manual didático instigando o protagonismo juvenil no ensino médio(Universidade Federal do Espírito Santo, 2022-08-29) Bueno, Andreia Lemes de Lima; Aoyama, Elisa Mitsuko; https://orcid.org/0000000231312782; http://lattes.cnpq.br/0299586072690797; https://orcid.org/0000-0001-7182-8188 ; http://lattes.cnpq.br/5710944141377728; Souza, Diego Nathan do Nascimento; https://orcid.org/0000-0002-6020-1248; http://lattes.cnpq.br/5514803741124706; Furieri, Karina Schmidt; https://orcid.org/0000-0001-6031-8940; http://lattes.cnpq.br/7741080213355929Ecology is a science, however little valued, which has been presented in a decontextualized way from the scientific content in high school. These data justify the importance of this research in the area and the creation of a didactic manual with investigative activities with an interdisciplinary bias. The proposal was to stimulate student protagonism, given that Biology teaching in high school, in general, has presented textbooks with activities that have not aroused the interest of students to participate in the teaching and learning process and have contributed little for the awakening of a critical sense about the ecological issues that surround them. In this context, the objective of this work was to develop a theoretical-practical didactic manual that contributes to the teaching of ecology and collaborates with high school teachers, encouraging youth protagonism through teaching through investigation and interdisciplinarity. Thus, encouraging the teaching of Biology and seeking to bring alternatives to improve student learning, analyzes were carried out on some biology textbooks used in public schools; the collection of this material came from the contribution of biology teachers from the public network through a questionnaire. The results obtained were relevant to assist in the construction of a didactic manual with Ecology topics for high school, using an investigative approach, with the purpose of promoting the teaching and learning process in Biology, with an emphasis on Ecology. The creation of the manual was proposed due to the lack of investigative activities not being satisfactorily present in the analyzed books. Learning activities were designed to arouse students' reflection on their understanding of the environment. To this end, two content possibilities were created: one non-experimental and the other experimental. In the nonexperimental theoretical context, some scientific concepts from the areas of ecology were selected and used to create various activities. In the experimental proposal, two systems were built: closed terrarium and compost. These systems provided opportunities for the production of various activities that can be applied both in schools that have little infrastructure and in schools that have adequate infrastructure. The activities proposals are based on the investigative approach and interdisciplinarity. The teaching of ecology must be dynamic and contextualized so that there is youth protagonism. This is a work that involves research and methodologies of bibliographic and qualitative review.
- ItemA fábrica como uma grande célula: usando analogias para o ensino de biologia celularA fábrica como uma grande célula: usando analogias para o ensino de biologia celular(Universidade Federal do Espírito Santo, 2020-10-22) Perim, Samyra Cardozo Santos; Mancini, Karina Carvalho; https://orcid.org/0000000332750693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0000-0001-5828-2301; http://lattes.cnpq.br/1231886937464734; Gradella, Debora Barreto Teresa; https://orcid.org/0000-0003-1512-675X; http://lattes.cnpq.br/8752877408344935; Mendes, Ana Nery Furlan; https://orcid.org/0000000164885483; http://lattes.cnpq.br/8266113579775016To work on Cell Biology, immersed in the microscopic universe, it is necessary to use methodologies that provide an affective understanding and, consequently, a meaningful learning. The present work aimed to use teaching by investigation, analogy and playfulness to develop a didactic sequence, involving the student's role, visiting a factory, for building factory / cell relationships and using them to understand the content and elaborate games. The research was developed with students of the 1st year of High School and the data collection took place through theoretical and methodological questionnaires, analysis of textual production and participant observation. The results showed positively the use of analogy as a resource for the content explored. Encouraging investigative action through the use of non-formal teaching space favored the student's active participation in the search for relationships and made teaching more attractive and meaningful. As for the construction of games, based on the factory / cell analogy, the method provided students with the consolidation of concepts in moments of sociability, reasoning and imagination. In addition, the entire didactic sequence was very well evaluated by the students, indicating its effectiveness as a teaching tool. The didactic guide 'A FACTORY CALLED CELL' represents the product of this investigative work and was developed in digital format. The guide is aimed at teachers who intend to reproduce the didactic sequence and contains a brief theoretical foundation, the detailing of the didactic sequence with suggestions and alternatives for driving and the proposal of a game (for both printed and digital versions)
- ItemSala de aula virtual invertida e abordagem investigativa : produção de sequências didáticas no ensino de genética mendeliana e sistema ABO(Universidade Federal do Espírito Santo, 2020-12-04) Santos, Xisda Magna Rafaski dos; Gontijo, Andreia Barcelos Passos Lima; https://orcid.org/0000-0003-3422-4398; http://lattes.cnpq.br/2762003128008528; Gradella, Débora Barreto Teresa; https://orcid.org/0000-0003-1512-675X; http://lattes.cnpq.br/8752877408344935; https://orcid.org/0000-0001-5571-8712; http://lattes.cnpq.br/6938883706090225; Barata, Diógina ; https://orcid.org/0000-0001-6093-9405; http://lattes.cnpq.br/2173274073008235; Cardoso, Kátia Aparecida Kern ; https://orcid.org/; http://lattes.cnpq.br/5194854548349342The Genetics Teaching of High School (HS) is fascinating and at the same time challenging for both biology teachers and students because it is a content difficult to understand due to its high degree of abstraction and complexity. Using methodologies that attracted students' attention and support teacher praxis can contribute to this process. Thus, the aim of this research was analyze the methodological potential of the reversed virtual classroom with an investigative approach in the teaching-learning process of high school Genetics Classes. For the reversal of classes with an investigative approach, students previously studied concepts and theories posted in the form of videos, abstracts and images making use the schoology platform promoting the use of digital information and communication technologies (DICT) as a virtual learning classroom. In the traditional environment, the classes were performed in the classroom and biology laboratory and dedicated to the realization of collective activities such as exercise resolution, experimentation, model production and simulation. The contents used for the production of the 3 didactic sequences (DSs) were Basic Concepts and Foundations of Genetics, Mendel’s First Law and Multiple Alleles (ABO system), applied in two classes of 2nd grade appertaining to HS based on a state public school in the city of Serra - ES. The methodological approach was quantitative and qualitative, action research method, and the data were collected through participant observation, activity records, pre- and post-class along with methodological diagnostic questionnaires. The students participated enthusiastically and committed, showing excellent acceptance of virtual classes, especially in face-to-face classes. The results were satisfactory because it was noticeable over the analyses the growth of students in discussions, interactions, autonomy, criticality and involvement in the various stages of the methodological process. The methodology presented negative points, however the positive points were more expressive and all these results allowed to deduce that active methodologies such as the reversal virtual classroom associated with the investigative approach is an excellent proposal to work on the Teaching of Genetics