Mestrado Profissional em Ensino de Biologia em Rede Nacional
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- ItemDesenrolando o conhecimento: stop motion como recurso para trabalhar a dinâmica da molécula de DNA(Universidade Federal do Espírito Santo, 2025-05-26) Santos, Ariane Borges dos; Mancini, Karina Carvalho; https://orcid.org/0000-0003-3275-0693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0009-0003-5968-6115; http://lattes.cnpq.br/2590297298338911; Aoyama, Elisa Mitsuko; https://orcid.org/0000-0002-3131-2782; http://lattes.cnpq.br/0299586072690797; Freitas, Joana Lúcia Alexandre de; https://orcid.org/0000-0002-1547-1505; http://lattes.cnpq.br/6084892932792870The field of Cell Biology has encountered significant challenges in both teaching and learning processes, stemming from students’ difficulties in grasping complex content and from limitations in infrastructure and equipment. The subject matter comprises abstract biological concepts of microscopic scale, often assessed through rote memorization. Understanding dynamic cellular processes exclusively through textbooks proves to be inadequate, as these processes require visual comprehension of movements involving structures invisible to the naked eye. In this context, videos present themselves as viable alternatives to enhance the assimilation of such processes. Thus, the objective of this study was to develop and evaluate the potential of four educational videos produced using the stop motion technique, portraying key aspects related to the DNA molecule, along with a didactic sequence comprising guidelines for video implementation and suggestions for complementary activities. The videos, created using modeling clay, address the structure, compaction, replication, and transcription of DNA. The stop motion technique renders the videos effective in capturing students’ attention, optimizing instructional time, enabling the creation of resources tailored to specific audiences, and fostering creativity and collaborative work. These qualities offer substantial benefits to the teaching of Cell Biology by facilitating the understanding of abstract concepts associated with DNA. The proposed activities within the didactic sequence are grounded in active learning methodologies, promoting not only a deeper engagement with the content but also the development of creative, collaborative, and technological competencies. Furthermore, they encourage students’ autonomy and enable them to recognize the interconnectedness inherent in all stages of the DNA’s dynamic biological processes.
- ItemEnsino de reprodução animal: uma abordagem investigativa com o uso de tecnologias(Universidade Federal do Espírito Santo, 2025-05-14) Cuquetto, Eduardo Benincá; Martins, Liziane; https://orcid.org/0000-0001-8015-4656; http://lattes.cnpq.br/0875190888563790; https://orcid.org/0000-0002-8941-7835; http://lattes.cnpq.br/5223826176274540; Gomes, Ivo Fernandes; https://orcid.org/0009-0003-2120-2736; http://lattes.cnpq.br/1642050232900507; Pina, Welber Costa; https://orcid.org/0000-0001-8886-2542; http://lattes.cnpq.br/9671551258386354O modelo tradicional de ensino é marcado pela forma conteudista, focado na memorização e com pouca interferência dos estudantes, o que distancia os alunos do processo de ensino. No ensino de Biologia, mantém-se uma abordagem predominantemente teórica, e o ensino de reprodução animal se depara com estudantes que percebem os conceitos como complicados e desconectados da vida real. Objetiva-se, portanto, desenvolver e validar um guia didático para o ensino de reprodução animal, buscando combinar uma abordagem investigativa com o uso das Tecnologias Digitais de Informação e Comunicação (TDIC), visando atenuar déficits no ensino de reprodução. Aplicou-se a metodologia de pesquisa mista, com análise quantitativa através da utilização do Indice de Validação de Conteúdo (IVC) e qualitativa por meio da análise de Bardin (2016). Participaram da pesquisa 11 docentes que atuam no ensino de Biologia/Ciências. O resultado foi o desenvolvimento de um guia didático de atividades para o ensino de reprodução animal. Foi possível verificar que o guia didático possui potencial educativo para o ensino de reprodução animal, embora sua aplicação possa ser limitada em escolas com infraestrutura tecnológica precária. Evidenciou-se a necessidade de recursos tecnológicos adequados e formação docente para otimizar o uso de novas estratégias de ensino.
- ItemPlay plants : manual de jogos de botânica para o ensino médio(Universidade Federal do Espírito Santo, 2025-04-29) Schram, Fernanda Raquel Bulian Gasparini; Aoyama, Elisa Mitsuko ; https://orcid.org/0000-0002-3131-2782; http://lattes.cnpq.br/0299586072690797; https://orcid.org/0000-0002-0301-0680; http://lattes.cnpq.br/3033363372731071; Furieri, Karina Schmidt; https://orcid.org/0000-0001-6031-8940; http://lattes.cnpq.br/7741080213355929; Souza, Diego Nathan do Nascimento; https://orcid.org/0000-0002-6020-1248; http://lattes.cnpq.br/5514803741124706Plants play fundamental roles in many aspects of life on Earth, providing a variety of benefits that are essential for ecological balance, human health, and the global economy. Plants are present throughout the school curriculum, and are protagonists in science education and in students' daily lives. However, even with daily contact, research reports difficulties in the process of teaching and learning botany. By studying the diversity, physiology, reproduction, and other aspects of plants, it is possible to enrich biology education and promote a full biological education. Given the importance of plants and the challenges presented, this work was developed based on the following problematization: "How can we make teaching botany to high school students more attractive and meaningful?" and aimed to create a manual of botany games to make classes more motivating and fun. The manual consists of eight games, was developed based on high school curriculum guidelines, and addresses different topics in botany. Each proposed game presents the objectives, key questions, support text, and instructions for players in order to ensure a complete, interactive, and fun learning experience. Games are presented as a teaching strategy that involves planning, established rules and also proves to be a facilitator for the development of various skills, in addition to being a playful resource that facilitates the learning of Botany
- ItemEnsino de virologia para autistas : estratégias cativantes para o aprendizado(Universidade Federal do Espírito Santo, 2025-03-27) Peruch, Gisely Mattos; Gradella, Débora Barreto Teresa ; https://orcid.org/0000-0003-1512-675X; http://lattes.cnpq.br/8752877408344935; https://orcid.org/0009-0003-3242-4473; http://lattes.cnpq.br/5658993508078748; Souza, Marco Antônio Andrade de ; https://orcid.org/0000-0003-1190-8834; http://lattes.cnpq.br/4683031081739485; Ono, Lucy ; https://orcid.org/0000-0002-6911-7261; http://lattes.cnpq.br/1404498050223194In the context of microbiology education, there is a notable difficulty in addressing concepts about viruses in basic education, particularly due to the abstract nature of the content and the limited availability of accessible and interactive teaching resources. This gap in the teaching learning process can hinder the understanding of viral cycles and their biological implications, making the development of innovative didactic strategies essential to promote meaningful and inclusive assimilation of this knowledge. In response to this challenge, this study presents the development and analysis of a didactic sequence on virology, specifically designed for high school students with Autism Spectrum Disorder (ASD), aiming to foster significant and inclusive learning. The didactic sequence was structured with an investigative approach, encouraging curiosity and student engagement, and is divided into progressive and interactive stages. The activities include the use of comic strips to introduce the theme of virology, modeling viral structures with clay to facilitate concrete visualization of viruses, assembling reproductive cycles on a felt board to enhance understanding of biological processes, and a virtual question-and-answer game that consolidates learning in a playful and accessible way. Considering the specific learning needs of students with ASD, the project explored the use of visual, tactile, and digital resources, which aid in comprehending abstract content and encourage the development of cognitive and social skills. The study reinforces the importance of inclusive methodologies in science education, demonstrating that pedagogical adaptations not only facilitate learning for students with special needs but also empower them to understand relevant public health issues and develop informed and critical citizenship. Thus, this didactic sequence contributes to the field of inclusive and scientific education, offering an applicable and adaptable model for teaching complex topics to diverse student profiles
- ItemDesafios e potencialidades da construção de um tema gerador para o ensino de ecologia em uma escola urbana(Universidade Federal do Espírito Santo, 2025-03-27) Pereira, Maria da Conceição Alves; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; https://orcid.org/0009-0001-4149-3476; http://lattes.cnpq.br/8545459413312622; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; Barrella, Tatiana Pires; https://orcid.org/0000-0001-8061-4341; http://lattes.cnpq.br/9138274506570489The Freirean Thematic Approach (ATF) has been indicated as a teaching practice that allows working on the curriculum in a democratic and inclusive way, as provided for in the BNCC. Thus, the curricular structuring through ATF allows for the highlighting of significant situations for students, as these are problems that make up their universe. The proposal of this work consisted of the construction of a Generator Theme (TG) in an urban school, having as ATF the teaching of Ecology contextualized with local environmental problems. In this way, local problems were identified and addressed, through in-depth discussions, contributing to a better understanding of a theme to be generated from an ATF. The methodological procedures developed here, through qualitative, exploratory and educational development research, were based on the development of an ATF, using the systematization of the five moments developed by Delizoicov (1991). The data were systematized in the form of an investigative didactic sequence, developed in a procedural manner to construct the TG. The development of this work made it possible to relate school content with the students' experiences and to break down the barriers of curricular tradition through innovation in pedagogical practices. In the context of this research, the awakening of reality and the awareness of conflicting situations probably provoked in the students the desire to change the observed scenarios, from the moment in which they made a critical reflection on their experiences, an action that is the basis for social transformation. This can represent an excellent start for changing attitudes and consequently improving socio-environmental conditions, even in the future